EUROGEO2019:“TeachingGeographyinchallengingtimes”ConferenceProgramme-draft14March session room1 room2 room3 room414.00 Welcome keynote1 15.15 session1 TIGAS HumanGeography Politics,identity,
democracy1EducationforSustainableDevelopment
16.30 coffee 17.00 session2 RuralGeography Teachingandlearning1 Politics,identity,
democracy2PracticalGeography
19.00 AGM Annualmeeting,elections
20.30 dinner 15March session room1 room2 room3 room408.30 session3 Physical
Geography,climateGIS,remotesensing PositionofGeography PowerfulGeography
10.00 coffee 10.30 Plenary keynote2 11.30 session4 Identityand
democracyDigitalGeography Teachingandlearning2
12.30 lunch
SessionsbyauthorFirstname(s) Familyname session Room TopicLeda Almeida session3 2 GIS/remotesensingYilmaz Ari session1 3 Politics,identityanddemocracyYilmaz Ari session2 3 Politics,identityanddemocracyGeorgi Bardarov session3 2 GIS/remotesensingGlorianne BorgAxisa session3 3 PositionofGeographyTereza Češková session2 4 PracticalGeographyMassimo DeMarchi session3 1 PhysicalGeography/climatechangeStelian Dimitrov session3 2 GIS/remotesensingMariaHelena Esteves session3 3 PositionofGeographyGregorConstans Falk session2 4 PracticalGeographyEmanuela Gamberoni session3 3 PositionofGeographySumita Gayen session3 1 PhysicalGeography/climatechangeJesus GranadosSanchez session4 1 HighereducationSayedRafee Hashemi session1 3 Politics,identityanddemocracyLenka Havelková session3 2 GIS/remotesensingRyo Iizuka session1 2 HumanGeographyJohannNikolaus Janssen session2 1 RuralGeographyJohannNikolaus Janssen session4 3 Teachingandlearning2Thomas Jekel session4 2 DigitalGeographyInjeong Jo session1 1 TIGASInjeong Jo session4 3 Teachingandlearning2Viola Karsai session1 2 HumanGeographyToshio Kikuchi session2 1 RuralGeographyNati Kranot session2 4 PracticalGeographyRod Lane session1 1 TIGAS
MaríaLuisade LázaroyTorres session1 4 SustainableDevelopmentMaríaLuisade LázaroyTorres session3 2 GIS/remotesensingMichael Leuchner session3 1 PhysicalGeography/climatechangeClaudia Lindner session3 1 PhysicalGeography/climatechangeMichaela Lindner-Fally session3 4 PowerfulGeographyVeit Maier session2 3 Politics,identityanddemocracyRamón Martínez-Medina session1 4 SustainableDevelopmentKitti Masinka session2 1 RuralGeographyRafael MiguelGonzalez session3 4 PowerfulGeographyDarina Mísařová session2 4 PracticalGeographyBrice Mora session3 2 GIS/remotesensingKliment Naydenov session3 2 GIS/remotesensingRahman Nurković session3 3 PositionofGeographyGerry O'Reilly session1 3 Politics,identityanddemocracyGerry O'Reilly session2 3 Politics,identityanddemocracyJudit Péterfi session1 2 HumanGeographyGuyMartin Robinson session4 2 DigitalGeographyIrina Rodionova session4 1 HighereducationIrina Rodionova session4 1 HighereducationTeresa Sadoń-Osowiecka session1 4 SustainableDevelopmentMareike Schauss session3 1 PhysicalGeography/climatechangeNina Scholten session2 2 Teachingandlearning1Sebastian Seidel session4 2 DigitalGeographyDmitrii Sidorov session4 2 DigitalGeographyMichael Solem session1 1 TIGASMichael Solem session3 4 PowerfulGeographyDubravka Spevec session3 3 PositionofGeographyAn Steegen session2 2 Teachingandlearning1
Joseph Stoltman session1 1 TIGASDávid Sümeghy session1 3 Politics,identityanddemocracyBruce Tamagno session3 4 PowerfulGeographyJaroslav Vávra session4 3 Teachingandlearning2Ruzica Vuk session3 3 PositionofGeographyIvana Vyslúžilová session1 2 HumanGeographyTal Yaar session2 2 Teachingandlearning1Taiyo Yagasaki session3 4 PowerfulGeographyOkkyong Yoon session1 1 TIGASOkkyong Yoon session4 3 Teachingandlearning2Dimitar Zhelev session3 2 GIS/remotesensingLuc Zwartjes session2 1 RuralGeographyLuc Zwartjes session4 1 Highereducation
Sessionssession Room Name Papertitlesession1 1 MichaelSolem TrendsinInternationalGeographyAssessmentStudy:Methodologysession1 1 RodLane TrendsinInternationalGeographyAssessmentStudy:AssessmentFrameworksession1 1 OkkyongYoon,Injeong
JoNationalAssessmentofEducationalAchievement(NAEA)ofSouthKorea(OkkyongYoon,InjeongJo-copresentation)
session1 1 JosephStoltman TrendsinInternationalGeographyAssessmentStudy(TIGAS):BuildingaConsensussession1 2 JuditPéterfi CastleUtilizationintourismandsettlementdevelopment–primaryimpactassessmentof
SomogyCounty'scastlehotelssession1 2 ViolaKarsai DualinterpretationofurbanizationinHungaryandinEastCentralEuropesession1 2 IvanaVyslúžilová NewParadigmoftheEuropeanUrbanAreaduetoEconomicGlobalizationand
TechnologicalRevolutionsession1 2 RyoIizuka Thepotentialofeducationintourismgeography:Acasestudyofthedevelopmentand
preservationofruralityinfoodtourismintheWesthoekregion,Belgiumsession1 3 DávidSümeghy SocialcohesionandtheradicalrightinSkånesession1 3 SayedRafeeHashemi ThemigrationofAfghansinthelastdecadeanditschallengessession1 3 GerryO'Reilly FacingChallenges:AligningGeography,GeopoliticsandHumanitarianActionsession1 3 YilmazAri CommemorationsandIdentity:CulturalGeographiesofGallipoliCommemorationssession1 4 MaríaLuisadeLázaroy
TorresGeographicalEducationandSustainableDevelopmentGoals
session1 4 TeresaSadoń-Osowiecka Tobetterunderstandingtheworld-avaluehumanisticapproachtoschoolgeographysession1 4 RamónMartínez-
MedinaSustainabilityinSpanishschoolgeography:ananalysisofprimaryeducationtextbooks
session2 1 KittiMasinka SegregationandruralslumsinHungary-opportunitiestoreduceinequalitiessession2 1 ToshioKikuchi CommodificationofRuralSpaceswiththeDevelopmentofUrbanFarminginthe
VancouverMetropolitanArea,BritishColombia,CANADAsession2 1 LucZwartjes SEED:SmartEntrepreneurialEducationandtraininginDigitalfarmingsession2 1 JohannNikolausJanssen InvestigationsoftheDevelopmentandImportanceoftheMarineSaltProductioninSicilysession2 2 TalYaar Borderingontheimpossible:Teaching(geographical)boundariesintheIsraelieducation
systemsession2 2 NinaScholten GeographyTeacherNoticingDuringInstruction:differencesbetweennovicesandexpert
teacherssession2 2 AnSteegen Fosteringstudentsgeographicsystemsthinkingbyenrichingcausaldiagramswithscalesession2 3 GerryO'Reilly GeographicalPerspectives:SpacesofMemory-MemorializationandDemocratizationsession2 3 YilmazAri UsingGallipoliCommemorationsin(re)constructingcollectiveidentityinschools:The
caseofBalıkesirHighSchoolsession2 3 VeitMaier Viveledébat–spatialplanningingeographylessonsanditscontributiontodemocracysession2 4 GregorConstansFalk WorkingwiththeGeowindow-Acriticalreflectionsession2 4 NatiKranot theAnnualFieldTripinIsrael-TheRoleandPlaceofGeographyTeachersand
GeographicalEducationinthe21stCenturysession2 4 TerezaČešková,Darina
MísařováTheconceptionsofthegeographicalfieldworkatprimaryandlowersecondaryschool
session2 4 KarlDonert StoryMapping:practicalgeographytoreduceearlyschoolleavingsession3 1 MareikeSchauss Epistemologicalbeliefsinclimatechangeeducation–initialevaluationofaschoolprojectsession3 1 ClaudiaLindner GeographyisSTEM!AugmentingRealitytoConveyPhysicalGeographyandRemote
SensinginClasssession3 1 MassimoDeMarchi Geovisualizationoftheenergytransition:climatechange,unburnablefossilfuelsand
geographicalchallengessession3 1 MichaelLeuchner An'in-depth'analysisofdropsizedistributioninforestcanopiessession3 1 SumitaGayen SeismicHazardScenarioofMalagaProvince,Spainsession3 2 MaríaLuisadeLázaroy
TorresTheTPACKmodelenhancesGISasatransversalsubjectinteachingGeography(MYGEOproject)
session3 2 LenkaHavelková Eye-trackingingeographyeducationresearch:acasestudyofstudents’strategiesduringananalysisofthematicmaps
session3 2 BriceMora TheRUSService:supportingSentineluserswithfreeresources.session3 2 StelianDimitrov,Kliment
Naydenov,DimitarZhelev,GeorgiBardarov
Newgeospatialtechnologiesrequirenewskillsandknowledge:theneedofupgradeofgeographycurricula
session3 2 LedaAlmeida Useofgeotechnologiesandterritorialrepresentationbythepedagogicalresidenceinbasiceducation.
session3 3 RahmanNurković STEMEducationinteachingGeographyinBosniaandHerzegovinasession3 3 MariaHelenaEsteves WhataboutGeographytextbooks?Portugueseteachers'sviewsandactionssession3 3 GlorianneBorgAxisa TheStateofSchoolGeographyinMalta:ChallengesandProspectssession3 3 DubravkaSpevec,Ruzica
VukDoesgeographyeducationinCroatiarespondstoneedsofcontemporarysociety?
session3 3 EmanuelaGamberoni PrimaryschoolandCitizenshipeducationinItalysession3 4 MichaelaLindner-Fally GI-Learner:Creatingalearninglineonspatialthinkingsession3 4 RafaelMiguelGonzalez Geographyeducationandcompetences-basedcurriculumsession3 4 MichaelSolem PowerfulGeographysession3 4 TaiyoYagasaki TheRoleofSchoolDistrictintheReconstructionProcessofCoastalCommunitiesafter
theGreatEastJapanEarthquake:ACaseStudyofUrashimaofKesennumaCity,MiyagiPrefecture,Japan
session3 4 BruceTamagno GeographyTeachersandGaia:Shocktroopsofconservationorharbingersofgloom?
session3 4 KarlDonert GeoCapabilities3:aprojectdevelopingcapabilitiesforsocialjusticeintheGeographyclassroom
session4 1 JesusGranadosSanchez Scalesofcommitment:academicsandtheircontributionstotheSDGssession4 1 IrinaRodionova AspectsofCartographicMaterialsUseinTeachingWorldIndustryDevelopmentTrendsat
Universitiessession4 1 IrinaRodionova Methodsofcollectingandanalyzingstatisticsoncross-countryenergyexportandimportsession4 1 LucZwartjes MyGeo:fosteringtheemployabilityofstudentsinhighereducationthroughpromoting
theacquisitionofkeyskillsrelatedtotheuseGIS-toolssession4 2 SebastianSeidel Experiencingpolitical-geographicalconceptsineverydaylife:pupilsandtheirborder
experiencesandconceptswhileplayingvideogamessession4 2 DmitriiSidorov Onlinegeographycourses:learningthestudentssession4 2 ThomasJekel GeomediaContributionstoHolocaustEducation:apreliminaryevaluationsession4 2 GuyMartinRobinson Usinggamesingeographicalteaching:Computers,boardsandrole-playsession4 3 OkkyongYoon TeachingmethodologiesforapopulationunitinUSAPHGclasssession4 3 InjeongJo TheKnowledgeBaseforGeographyTeaching(GeoKBT):APreliminaryModelsession4 3 JohannNikolausJanssen TeachingGeographyinchallengingtimesfromstudentsperspectives
session4 3 JaroslavVávra Teachingandlearninggeographythroughtheconceptofplace,Liberecapproach,Czechia
PaperAbstractsFamilyname
Institution Papertitle Paperabstract
Almeida SaoPauloStateUniversity-UNESP
Useofgeotechnologiesandterritorialrepresentationbythepedagogicalresidenceinbasiceducation.
Presentinglessandlessinvestmentbothinschoolstructuresandinteachertraining,thepedagogicalresidencyprogramwaslaunched.Theobjectiveofthisprogramistoimprovethetrainingofundergraduatestudentsofteachingcourses,developingarelationshipbetweenthetheoryseenintheuniversityandtheprofessionalpractice,directlyintheschoolenvironment.Recognizingthedeficienciesandqualitiesoftheschool,itcanbeverifiedaneedforelucidationofregionalaspectsandclosetotherealityofthestudentthataimtoassistinunderstandingthespaceasawhole.TheobjectiveistousethemodelasanaidintheteachingofGeography,aimingtobringtherealityofthestudenttotheclassroomusingpracticalexamplesandclosetotherealityofeachoneontheriverofthelivedregion.
Ari BandirmaOnyediEylülUniversity
UsingGallipoliCommemorationsin(re)constructingcollectiveidentityinschools:ThecaseofBalıkesirHighSchool
TheGallipoliWarhasbeeninstrumentalinconstructingidentitiesinseveralcountries.Multiplenationshaveheldcommemorativeactivitiesindifferentcontinents.Eachofthecountrieshasusedthehistoricaleventforvariouspurposesindifferentcountriesindifferenttimes.CommemoratingtheGallipoliWarinTurkeyhasservedfordifferentpurposesovertime,reflectingvariousideologiesandagendasofthecommemorators.TheremembranceactivitiesinTurkeystartedin1916justafterayearoftheWarintheGallipoliPeninsula.However,commemorationshavenotconfinedtothepeninsulaonly,spreadingoutstartingfrom1916.Thisresearchdealswiththereflectionanduseofthecommemorationsinschoolsandschooltextbooks.ThecaseofBalıkesirHighSchoolwasusedtoinvestigatetheeffectsofcommemorationsinbuildingcollectiveidentity.BalıkesirHighSchoolhadnograduatesinrecordsin1915becauseallthefinalyearstudentswenttoGallipoliandneverreturned.Thisisoneofthemostsignificanteventsinthe135yearshistoryoftheschool.HowandtowhatpurposetheparticularlinkagewiththeGallipoliWarhasbeenusedto(re)constructidentityovertheyearsinschool.Itisimportanttounderstandhowthiseventisusedtocreateanideologyandtoinheritbythenewgenerationofstudentsinthoseschoolsandinthecommunitiesatlarge.
ARI BandirmaOnyediEylülUniversity
CommemorationsandIdentity:CulturalGeographiesofGallipoli
Placesofcommemorationsareimportantintermsofsocial,politicalandculturalvaluesandrealities.Studyingthecommemorationpracticesisamultidisciplinaryendeavourandgeographersareinterestedinthelocational,spatialandmaterialaspectofcommemorations.Thisresearchdealswithhowthediscoursesofthepastareconstructed
Commemorations sociallyandexpressedmateriallyinGallipolicommemorationswithaculturalgeographicperspective.Gallipoliisaplacewheremultiplenationshavecommemoratedantagonistichistoriesinthesameplaceformanyyears.Thesanctityofseveralsiteshasbeenreinforcedovertheyearsbytheconstructionofadditionalmonumentsandmemorialsatthepeninsula.However,commemorationshavenotconfinedtothepeninsulaonly,spreadingoutstartingfrom1916.Multiplenationshaveheldcommemorativeactivitiesindifferentcontinents.ThisresearchdealswiththespatialaspectofthecommemorationsthroughoutTurkeyhistoricallytounderstandthepurposesthecommemorationshaveservedthroughthetimebylookingattheintensityofcommemorationsindifferentplacesandtimes.Thisrequiresanunderstandingoftheoriginsofandprocessesthroughwhichthecommemorationactivitieshavediffusedinthecountry.Thepublishedresearch,memorials,andarchivalmaterialswereexaminedtodeterminethespatialdimensionofthecommemorations.Thecommemorativeactivitiesindifferentcitiesandtimeswereexaminedtodeterminethesignificanceoftheeventsforthelocalcommunitiesandbeyond.Particularemphasiswasgiventotheschoolsthathavenograduatesinrecordsin1915becauseallthefinalyearstudentswenttoGallipoliandneverreturned.Itisimportanttounderstandhowthiseventisusedtocreateanideologyandtoinheritbythenewgenerationofstudentsinthoseschoolsandinthecommunitiesatlarge.Keywords:Gallipoli,Commemorations,placeandidentity,culturalgeography,WWI
BorgAxisa UniversityofMalta
TheStateofSchoolGeographyinMalta:ChallengesandProspects
Geographyisacoreentitlementtostudentsthroughoutcompulsoryschooling(MEDE2012)inMalta.However,asinmanyEuropeancountriesthepresenceofGeographyinschoolsisthreatened(Donert,2007,Uhlenwinkeletal,2017)consideringalsothatinseveralinstances,locallytherelevanceofasubjectinschoolisoftenequatedtoemployabilityopportunitiesratherthantoitsbroadereducationalvalue.SeveralreformswithintheeducationsystemoverthepastdecadehaveaffecteddirectlyschoolGeographyincludingthereductioninthenumberoflessonsperweekandthechangeinpolicyregardingthelanguageofinstruction.Thisreflectsthatpolicy-makersmayhaveatraditionalviewofGeographyanddonotseeitspotential.TheevaluationofthestateofschoolgeographywithintheMaltesecontextisnotconsideredonlyintermsofthenumerousbarriersidentifiedbyteachersofgeographyduetotheimposingstructuredsystemtheyhavetooperatein,butalsointermsoftheteachers’understandingofGeographyeducation.Thisunderpinstheteachers’roleas‘curriculummakers’ass/hedecideswheretotakethelearners.Thestudents’engagementwith
geographicalknowledgedependsontheteachers’pedagogicchoicesandapproach,whetheritwillreinforcethetraditionalperceptiontowardsthesubjectasinfallibleknowledgebasedonrecallorwhethertoinvolvethestudentsintheteaching-learningprocessthrough‘geographicalthinking’.ThechallengesandaffordancesforGeographywithintheschoolcontextinMaltawereresearchedthroughamulti-methodapproachamongteachersofgeographyinStateSchoolsnamely;surveys,interviewsandfocusgroupdiscussions.Overall,teachersfeelhelplessatthechallengesraisedbythesystemitself.Howeverwhenitcomestotheteaching-strategiestoadoptinclass,theirpositionsvary.References:Donert,K.,2007.AspectsofthestateofGeographyinEuropeanhigherEducation.Liverpool,HERODOTNetworkforgeographyinhighereducation.MinistryForEducationandEmployment,2012.ANationalCurriculumFrameworkforAll2012,Malta:MEDE.Jackson,P.,2006.ThinkingGeographically.Geography,91(3),pp.199-204.Lambert,D.andMorgan,J.,2010.TeachingGeography11-18,AConceptualApproach.s.l.:OpenUniversityPress.Uhlenwinkel,A.,Béneker,T.,Bladh,G.,Tani,S&Lambert,D.(2017)GeoCapabilitiesandcurriculumleadership:balancingtheprioritiesofaim-basedandknowledge-ledcurriculumthinkinginschools,InternationalResearchinGeographicalandEnvironmentalEducation,26(4),pp327-341.
Češková,Mísařová
MasarykUniversity,FacultyofEducation,Dep.ofGeography
Theconceptionsofthegeographicalfieldworkatprimaryandlowersecondaryschool
Duringthepast50years,theformsoffieldworkhavedevelopedfromconventionalfieldexcursionsthroughfieldresearchbasedonhypothesestestingtoinquiry-basededucation.Fieldworkcontributestothedevelopmentofallpupils’keycompetences,tolinkingtheoreticalknowledgeandpracticeaswellastothedevelopmentofnaturalphysicalactivityandhealthylifestyle.Ifthefieldworkshouldwork,itisnecessaryforaschooltohaveacoherentsystem–aconceptionwhichwouldtakeintoaccountthespecificsoftheschoolsurroundings,itsspecializationandtype.Theconceptionshouldalsoallowforthecontinuitywithregardstothecurriculumanditsprogression,fortheinterconnectionoftheindoorandschoolinstruction,andforlinkingofcurrenttopicswithfieldworkintheactualsurroundings.Theaimofthepaperistopresenttheoptimal(i.e.comprehensiveandcoherent)conceptionoffieldworkingeographicalcurriculumforprimaryandlowersecondaryschool.The
procedureofdesigningtheconceptionoffieldworkaswellasconcreteexamplesofarrangingthefieldworkintogeographicalcurriculumatprimaryandlowersecondaryschoolwillbepresented.ThispaperintroducespartialresultsofappliedresearchprojectsupportedbyTACR.
Chang NanyangTechnologicalUniversity,NationalInstituteofEducation,Singapore
Keynote:LearningGeographyinChallengingTimes–learningtoknow,learningtodo,learningtolivetogetherandlearningtobe.
Teachinggeographyhasneverbeenmorechallenging.TheUnitedNationsEducational,ScientificandCulturalOrganization(UNESCO)seventeenSustainableDevelopmentGoals(SDG)for2030,outlinetheaspirationsofabetterworld“ofthepeople,bythepeopleandforthepeople”(UNESCO,2015).Unfortunatelytheaspirationforthese17goalsalsodescribesomeofthekeychallengestohumanitytoday.Setagainstrapidlyevolvinganduncertainissuesinenvironment,economyandsociety,geographyeducatorshavetounderstandtheneedsofourlearnersinordertoteachthemwell.Geographyisconcernedwithaskingquestionsof“Whereisit?”,“Whatisitlike?”,“Whyisitthere?”,“Howdidithappen?”,“Whatimpactdoesithave?”and“Howshoulditbemanagedforthemutualbenefitofhumanityandthenaturalenvironment?”(CommissiononGeographicalEducation,1992p.5).Indeed,schoolgeographycurriculahavebeenkeepingabreastwiththesefast-changingissuesthataffecthumankind.Theseincludeincreasedfocusontopicssuchasenvironmentalchangeandglobalisation.Buteducationisnotjustaboutteachingknowledge.The'DelorsReport'of1996toUNESCOoftheInternationalCommissiononEducationforthe21stcenturywaspremisedonaholisticandintegratedvisionofeducationbasedonthefourpillarsoflearningtoknow,learningtodo,learningtobeandlearningtolivetogether.Thisvisionresonateswiththeaspirationsofgeographicaleducationforthe21stcenturyasoutlinedinthe2016InternationalCharteronGeographicalEducation.GoodteachingandlearningofGeographyshouldconsiderthedimensionsofcurriculumdesign,instructionaldesignandresourceprovision,aswellasassessmentforsuchlearningactivities.Thespeakerwillusevariousexamplesfromhisencountersasateacherintheclassroom,geographyeducationresearcher,editorofageographicaleducationjournalandaleaderinageographicalassociationtoillustratehowgeographicaleducationshouldandcanpreparechildreninlearningtoknow,learningtodo,learningtobeandlearningtolivetogetherforchallengingtimesahead.
DeMarchi UniversityofPadova-MasterGIScience
Geovisualizationoftheenergytransition:climatechange,unburnablefossil
Climatechangeisthebiggestchallengeforcurrentandfuturegenerationsintheareaofsustainability,asreaffirmedinthe13thobjectiveoftheSustainableDevelopmentAgenda2030.Ensuringaccesstoaffordable,reliable,sustainableandmodernenergyforall(objective7of
fuelsandgeographicalchallenges
the2030Agenda)meansovercomingthecurrentenergysystemthatcontributes60%oftotalgreenhousegasemissions(UN,2017).McGladeandEkins(2015),inanarticleinNaturein2015,estimatethat,tolimitthetemperatureincreaseto2°C,over80%ofcoal,50%ofgasand30%ofreservesofoilshouldremainstoredinthesubsoil;theyalsoshowhowtheuseofallavailablehydrocarbonreserveswouldproduceemissionsof11,000Gt,wellabovetheestimatedrangeof870-1,240Gtfortheperiod2011-2050.Globally,onlyonepoliticalexperimentwascarriedout,between2007and2013,intheYasuníNationalPark(Ecuador),toleavethehydrocarbonsunderground,withthesimultaneouscreationofaninternationalcompensationfund.Althoughtheinitiative,calledYasuní-ITT,wasthenabandoned,theideaisstillthesubjectofreflectionbythescientificcommunityandcivilsocietywhocreatedtheneologismYasunisación.Leavingfossilfuelundergroundbycombiningdifferentpointsofview:fromageographicalperspectiveindefiningcriteriatochoose"where"toleavefossilfuelsunderground;topoliciesandinitiativesaimedatreducingtheproductionoffossilfuels;totheeconomicdimensioncapableofhighlightingthetotalcostsofhydrocarbonproductionandthecostsnecessaryfortheenergytransition.
Dimitrov,Naydenov,Zhelev,Bardarov
SofiaUniversity"St.KlimentOhridski"
Newgeospatialtechnologiesrequirenewskillsandknowledge:theneedofupgradeofgeographycurricula
Thedevelopmentofgeospatialtechnologieshasalwaysbeenoneofthemaindriversofthedevelopmentanddiversificationofgeographicknowledge.However,duringthelast10years,thishasbecomeparticularlyintense,withtheintroductionoftechnologiessuchasonlineGIS,unmannedaerialsystemsandmobileGISapplications,requiringmoreandmoreexpansionoftechnicalandtechnologicalskillsofprofessionalgeographers.Ontheotherhand,thedevelopmentofthesetechnologiesensureslikeneverbeforeaccesstoadequatedataandinformationresources,whileallowingresearchtofocusonmicro-spatiallevels,whichinturnleadstotheenhancementofthepracticalaspectsofgeographicscience.Thisarticleaimstopresentandopendiscussionaboutthenecessarychangesingeographicuniversityeducationinviewoftherapidandaccelerateddevelopmentofgeo-spatialtechnologies.Theopportunitiesforprofessionalrealizationofthegraduatesofgeographicprogramsarerelatednotonlytothedevelopmentofgeospatialtechnologiesbutalsototheneedsofsolvingtheeverydaysocietalproblems,requiringthe"delivery"ofgeographicknowledgeandinformationinacertainvolumeandquality.
Donert EUROGEO GeoCapabilities3:aprojectdeveloping
Acapabilitiesapproachrepositionsthecontributionofthediscipline(geography)totheeducationofyoungpeoplewithinacapabilitiesframework.Itderivesfromtheoriginalwork
capabilitiesforsocialjusticeintheGeographyclassroom
ofAmatyaSenandMarthaNussbaumonwelfareeconomicsandisanattempttotakecapabilityprinciplesandlocatethemwithinageographyeducationcontext.Powerfuldisciplinaryknowledge(PDK)isfundamentaltotheGeoCapabilitiesapproach,yetteachersinmorechallengingschoolshavebeenfoundtobeconstrainedintheirabilitytoenacta‘powerful’curriculumwhichmaytransformyoungpeople’slives(seeMitchell,2015).ThispresentationwilllookattheintentionofGeoCapabilities3,whichistosupportteachersindevelopingtheircurriculummakingcapacityandinsodoingenablethemtoengagewithimportantcurriculumquestionssuchaswhatkindsofgeographicalknowledgearetaughtinschools,whodecidesandwhy,andwhatkindsofpedagogiesareneededtoteachpowerfuldisciplinaryknowledge(PDK)tostudents.SubjectleadershipisakeyprincipleofGeoCapabilitiesandtheprojectaimstodeveloptheassociateteachersascurriculumleaderswhowillsupportothergeographyteachersinsimilarcontextsintheircountriestouseGeoCapabilitiestoenhancetheirgeographyteaching.Throughdevelopingcurriculumleadershiptheprojectwillgenerateasustainablemomentum,whichwillcarryforwardastheassociateteachersworkwithotherteachersinfuture,disseminatingtheGeoCapabilitiesapproach.
Donert EUROGEO StoryMapping:practicalgeographytoreduceearlyschoolleaving
ThispaperdescribestheroleofStorytellingwithMapsinsupportingyoungpeoplewhoareatriskofleavingschoolearly.ItdiscussestheTellYourStoryandMyStorymapProjectsandtheimpactofencouragingstorytellingofsecondarystudents
Esteves UniversidadedeLisboa,InstitutodeGeografiaeOrdenamentodoTerritório
WhataboutGeographytextbooks?Portugueseteachers'sviewsandactions
ThisresearchaimsatunderstandinghowPortugueseGeographyteachersusetextbooksintheclassroomandhowtheyperceivetheirimportanceforstudents.ItwasalsoimportanttoresearchhowtextbooksshouldadapttonewchallengesrelatedtoSchoolGeographyinPortugal.
Falk UniversityofEducationFreiburg
WorkingwiththeGeowindow-Acriticalreflection
TheaimoftheGeoWindowprojectwastodevelopsuchadeviceforteaching“applied”Geography.Itoffersageneralinfrastructuretocreatemodelsingeographiccontextscometolifeeasilyandquickly.Itisa“testtube”forvisualization,notonlyofstaticimagesbutalsotodisplayprocessesintheEarthsystem.ThepaperwillanalysedidacticalprosandconsofthepracticalimplementationoftheGeowindow.Eventually,wewillprovideashortdemonstrationofhowtousethedevice.GregorC.FalkandMathiasFaller
Gamberoni Universityof Primaryschooland Thispaperdiscussestherelationshipbetweengeographyeducationandcitizenship
Verona CitizenshipeducationinItaly
educationinItalianprimaryschool.Inparticular,ananalysisofthemeaningoftheconceptofcitizenshipwillbecarriedoutconsideringboththeItaliannationalguidelinesandthenewemergingsceneriesinordertounderstandtheimplicationsoftheeducationtotheglobalcitizenship.Thiswillbepursuedbyanalyzinghowgeographicaleducationcouldbeausefultooltofacethistopic.Someexampleswillbeprovided.
Gayen UniversidaddeSevilla
SeismicHazardScenarioofMalagaProvince,Spain
Earthquakesaregenerallyconcentratedintheedgeregionsofplateofthewholeworld.SpainisconsideredasacountryofmoderateseismicactivitycomparedtootherMediterraneancountries.Theseismicactivityismoreintenseinthesouth-eastpartofSpain.Malagaprovinceissituatedinthesouth-eastpartofSpainandneartheboundarybetweentheAfricanandEurasianplates.Malagahasexperiencedmanyearthquakesinthepastandsufferedseveredamagebystrongearthquakes.Tomeasuretheeffectofanearthquakeontheground´´peakgroundacceleration(PGA)´´iscommonlyused.ThePGAisthelargestincreaseinvelocityrecordedbyaparticularstationduringanearthquake.ThepurposeofthisworkistocreateseismiczonemapofMalagaprovincedependingonPGA(returnperiodof475years),whichisimportantforassessingthehazardandurbanregionalplanninginearthquakeareas.Theresultshowsthatvulnerabilityofearthquakeintheprovinceincreasesfromwesttoeast.Keywords:Earthquake,peakgroundacceleration,seismiczoneSumitaGayen(1),Dr.IsmaelVallejoVillalta(1),Dr.Sk.MafizulHaque(2)(1)DepartamentodeGeografíaFísicayAnálisisGeográficoRegional,UniversidaddeSevilla,Spain(2)DepartmentofGeography,UniversityofCalcutta,India
GranadosSanchez
UniversityofGirona
Scalesofcommitment:academicsandtheircontributionstotheSDGs
Theaimofthepaperistopresenttheresultsofaresearchstudyaboutthecontributionofagroupofuniversityteachersandprofessorstothesustainabledevelopmentgoals(SDGs).TheresearchaskedtheparticipantstoidentifytheircontributiontotheSDGsinsixdifferentscales:personalactionsintheordinarylife;professionalactionsatclassroomlevel(curriculumandpedagogy);professionalactionsasamemberoftheFacultyandtheUniversity(howdoyoucontributetotheSDGsinyouinstitution,aspartofthestaff?);thepersonalcommitmentwiththecommunity;theroleoftheunivesity,asinstitution,tobringtheSDGsintotheuniversitylife(forstudents,staffandothers,oncampus);theuniversityengagementwithitscommunity(howtheuniversityasinstitutioniscontributingtotheSDGsinitscommunity).
HASHEMI MARMARA Themigrationof GeopoliticalfactorsarethemigrationofAfghans,oneofthepublicissuesintheworld.And
University Afghansinthelastdecadeanditschallenges
now,thephenomenonofmigrationhasbecomeoneoftheproblemsintheworld.Itforcestheboundariesofnations.Andunderwhatconditionsarethecountriesconsideredtobeintentionalorunintentionalatthehighlevelofimmigration.Isthismigrationatightlinktotheissuesofethnictextureatnationallevel?WhyrelativesWhydoAfghantribesmigratetoethnic,neighboring,regionalandregionalregions?Onthisoccasion,Iwantedtoexaminethemigrationintermsofgeopoliticalfactors.
Havelková CentreforGeographicalandEnvironmentalEducation,FacultyofScience,CharlesUniversity
Eye-trackingingeographyeducationresearch:acasestudyofstudents’strategiesduringananalysisofthematicmaps
AsaconsequenceofthewideavailabilityofGISsandthelargevolumeofdata,therehasbeenanincreaseintheuseofmaps,thematicmapsinparticular,forthedepictionofspatialinformation.Eventhoughsignificantprogresshasbeenmadeinresearchintomapworkoverthelastdecades,thereisstillaneedforaninvestigationintothecognitivemechanismswhichunderliemapwork,specificallythestrategiesusedwhenworkingwithmaps.Therefore,thepresentedstudyhasbeenfocusedonthestrategiesusedduringananalysisoffourtypesofthematicmapsonthebasisoftheuseofeye-trackingtechnology.Eventhoughtherearevariousmethodologicalapproachesforinvestigatingstudents’strategies,itistheeye-trackingthatisbecomingmoreandmorefrequentlyusedforidentifyingthem.Theresultsoftheexperimenthavehelpedtosupplementandexpandcurrentunderstandingofstudents’processofsolvingtasksrequiringthemapanalysis.Itisapparentthatthestrategiesselectedwhenanalysingmapsarehighlyindividualised.Furthermore,theyaredistinguishedbyfrequentflittingoftheeyesbetweentheindividualpartsofthetask.Ontheotherhand,itisapparentfromtheresultsoftheeye-trackingexperimentthattheparticipants’strategyefficiencyincreasedduringthetesting.Atthesametime,themostfrequentlyutilisedsequencewas:taskinstruction→map→(scale/northarrow)→(legend)→possibleanswers.
Iizuka ShumeiUniversity,Japan
Thepotentialofeducationintourismgeography:AcasestudyofthedevelopmentandpreservationofruralityinfoodtourismintheWesthoekregion,Belgium
Forthelastseveraldecades,touristinterestshavediversified,andruralitiesderivedfromtraditionalculturesandlifestylesarevaluedastourismresourceswithauthenticity.Forfoodtourismdependingonsuchruralresources,howruralitiescommodifydirectlyaffectsthequalityoftourismitself.Moreover,inthefieldoftourismgeographyeducation,practicesoffoodtourismareseenascasestudiesforunderstandinglocalareas.Thus,thispaperexplorestheprogressofthecommodificationofruralitiesthroughthedevelopmentoffoodtourismusingtraditionalcultureandlifeinWest-FlandersintheWesthoekregion,aruraltouristicareainBelgium.Theapplicationofthecasestudyforeducationintourismgeographyissubsequentlydiscussed.Specifically,thedevelopmentprocessofpromotionsandprogrammesforfoodtourismintheWesthoekregionisoutlined,andtheexpressionsof
thecommodificationofruralityinpublicmaterials,brochuresandhomepagesarereviewed.Further,themeansofofferingruralityasacommodityarecapturedfrominterviewswithrelatedactors.Consequently,intheWesthoekregion,thecommodificationofruralityateachstageofthefoodsupplychainfromproducertofoodserviceindustryistakenandconsumedbytourists.Thatsituationmakestheregionastrongandsophisticatedfood-touristareaandisillustrativefortourismgeographyeducation.
Janssen EGEA-EuropeanGeographyAssociationforStudentsandYoungGeographers
InvestigationsoftheDevelopmentandImportanceoftheMarineSaltProductioninSicily
Theproductionofseasaltfromseawateristheoldestwayofsaltproductionintheworld.IthasbeenandisstillverycommonalongthecoastsoftheMediterraneanSea.ThePhoenicianswerethefirsttoconstructpondsfortheseasaltproductionatthewesterncoastofSicily,afewcenturiesbeforeChrist.TheproductionexpandedaroundthewholeislandofSicily,butnowadaystherearejustafewsaltworksleft,whichstillproduceseasalt.Whathappenedtomostofthesaltworks?Howaretheremainingsaltworksused?Whichimportancehastheproductionofseasaltnowadays?Whatotherecosystemservicesdothesaltworksprovideandhowwilltheydevelopinthefuture?TheresearchgivesanswerstothosequestionsbyconcentratingonthedevelopmentofthesaltworksofTrapaniandMarsalaatthewestcoastofSicilyinthelastthirtyyearsandtheirimportancefortheregionandthepeopletoday.References:JANSSEN,J.N.(2018):UntersuchungenzurEntwicklungundBedeutungderMeersalzgewinnungaufSizilien.Hannover,S.33BERGIERJ.-F.(1989):DieGeschichtevomSalz.Frankfurt/M.,255S.BUFALINOG.(1988):SalinediSicilia.Palermo,204S.D’ALÌSTAITI,G.(2015):Lasalicolturaeilsuopaesaggio:unarisorsaeconomica,naturalisticaeun’opportunitaperunturismosostenibile.In:ROTARYCLUBMARSALALILIBEO-ISOLEEGADI(Hrsg.):LoStagnonediMarsala.RisorsaNaturaleePaesaggisticaperun’EconomiaSostenibile.Marsala.MANAGUERRAM.(2013):SalineeSalinai.Marsala,135S.MANUGUERRA,G.B.(1996):LesalinediPaceco.Palermo,127S.MONDINI,G.(1999):LeSalinedellaProvinciadiTrapani.Trapani,60S.
Janssen EGEA-EuropeanGeographyAssociation
TeachingGeographyinchallengingtimesfromstudentsperspectives
AsastudentandmemberofEGEA-EuropeanGeographyAssociationforStudentsandYoungGeographersIwouldalsoliketocontributetothemainthemeoftheconference"TeachingGeographyinchallengingtimes".BeingalsochairmanofGeoDACH-VertretungDeutschsprachigerGeographiestudierender
forStudentsandYoungGeographers
e.V.(officialrepresentationofgermanspeakingstudentsinGermany,AustriaandSwitzerland)IamconstantlydealingwithquestionsaboutthefutureofGeographyingeneralandespeciallyatuniversities.AsanassociationwerecentlypublishedapolicypaperonwhatGeographyshoulddotoimproveitsimpactonsociety."Geographiehasto......takeresponsibility...beshapedactively...workinterdisciplinary...workinclusive...scrutinizecritically...emphasizeenvironmentalandclimaticaspects...underlineitsrelevanceasaschoolsubject...sharpentheawarenessforman-environmentrelationships...participateactivelyinpublicdebates...supportopen-mindedandtolerantdiscourses"Source:http://geodach.org/wp-content/uploads/2018/12/GeoDACH-Beschluss-Positionspapier-Kiel-ist-tot-Lang-lebe-Kiel.pdfInadditiontothis,EGEAenablesmeregularexchangeswithstudentsfromalloverEurope.ThroughthoseIgetinsightsonverydifferentchallenges,GeographyandespeciallyteachingGeographyfacestoday.Iwouldbemorethanhappytoparticipateandsharemyexperiencesasastudentinpanels,discussionsorothersessionswhichdirectlyreferto"TeachingGeographyinchallengingtimes".
Jekel UniversityofSalzburg
ThomasJekel&KatharinaWöhs,GeomediaContributionstoHolocaustEducation:apreliminaryevaluation
Avarietyofgeomedia-basedplatformshaverecentlybeendevelopedwhichmakespecificaspectsoftheholocaustaccessibleonhandhelddevices.Theseincludesimpledatabases,asinthecaseofMementoVienna(Schellenbacher2017),thatrelaycartographicaccesstousers,aswellaspedagogicallymoreelaborateconceptswhichincludethere-writingthehistoryofplaces(Wöhsetal.2018;Gordon,Elwood&Mitchell2016).However,fewoftheselearningenvironmentsincludeanevaluationofthestudentexperience.Thispresentationencompassestwoconceptionsofgeomedia-basedholocausteducationinthecitiesofViennaandSalzburg,whichcombinegeo-databaseswithwikis.Itreportsanexploratoryevaluationoftheseplacesofremembranceinapracticalapplicationofalocalfieldcourseandonqualitativeinterviewswithsecondarystudents.
Jo TexasState TheKnowledgeBase FundedbytheNationalCenterforResearchinGeographyEducation,thisstudyinvestigated
University forGeographyTeaching(GeoKBT):APreliminaryModel
thenatureoftheknowledgeneededforgeographyteaching.Informedbyexistingresearchaboutscienceandmathematicsteachers’pedagogicalcontentknowledge(PCK),theresearchgroupdevelopedaconceptualmodeloftheknowledgebaseforgeographyteaching,identifyingitssixkeycomponents.Theconceptualmodelwasrefinedandrevisedaccordingtotheresultsofcasestudiesoffourexpertgeographyteachers.Theresultingpreliminarymodel(GeoKBT)isofferedtothegeographyeducationcommunitytoinformbothgeographyteachereducationandfurtherresearchongeography-relatedpedagogicalknowledge.
Karsai UniversityofPécs
DualinterpretationofurbanizationinHungaryandinEastCentralEurope
Obviously,thewholeworldisurbanizing,havingadifferentpaceandcharacterinbothtimeandspace.East-CentralEuropecanalsobecharacterisedbyaspecificurbanisationduetoitssocial,economicandhistoricbackground.Urbanisationtookplaceinthisregioninadelayedanddistortedform,andthecentrallyplannedpost-warperioddidnothelptoreducethelaginthatrespect.Lookingatthefigures,Hungaryishighlyurbanised,comparabletothewestofthecontinent;however,theurbanquality(e.g.builtinenvironmentorlifequality)isfarfromthedesireddevelopedcountries’attributes.Havingatownorcityrankislessandlessimportantinthewest,whileintheEasternpartofthecontinentwestillexperienceahigherprestigeoftherank,peoplethinkthatatownorcitywouldofferbetterqualities.Thefast-pacedurbanization,whichtookplaceinthisspecialsituationanditstwointerpretationsgiverisetotensionsatmanypoints:"urban"and"villager"livingtogetherinasettlementwhichisstilldevelopingbetweenthetwoextremes.TheaimoftheresearchistopresentthecontradictionsoftwoaspectsofurbanizationinHungary,whicharegeneratedinpartbythespecialassociationsregardingthemeaningoftheterm”urban”.
Kikuchi TokyoMetropolitanUniversity
CommodificationofRuralSpaceswiththeDevelopmentofUrbanFarmingintheVancouverMetropolitanArea,BritishColombia,CANADA
Thisstudyaimedtoclarifythecommodificationofruralspacesinrelationtothedevelopmentofurbanfarming,focusingontheconceptofcommunitygardensintheVancouvermetropolitanareainthedistrictofBritishColumbiainCanada.UrbanagricultureintheVancouvermetropolitanareadifferedfromsuburbanagriculture,astheemphasiswasplacedonmaintaininggreenspacesandleisurespacesascommunitygardensratherthanasspacestoproduceagriculturalproductsforfoodsupply.Consequently,theexistenceofcommunitygardenshasbecomeanodethatconnectsurbanity(urbanlikeness)andrurality(ruraldistinctiveness)inthesuburbsofthemetropolitanarea,particularlythecommunitygardensofRichmond.
Kranot UniversityofHaifa
theAnnualFieldTripinIsrael-TheRole
"Onceayear,everyclasswilltakealongfieldtrip,thegoalofwhichistoknowthelandinanexperientialway"(TheIsraeliofficialcurriculuminGeography,1959).
andPlaceofGeographyTeachersandGeographicalEducationinthe21stCentury
TheAnnualFieldTripinIsraelisauniqueeducationalphenomenon,beinganobligatoryoutdooreventinthepubliceducationalsystemfrom1stto12thgrades.Itwascreatedandmoldedmorethanacenturyago,byteacherswhoaspiredtoimplementNaturalPedagogy,teachinthefieldandinculcateintheirstudentsasenseofpersonalattachmenttotheland.Afterfourdecadesduringwhichfieldtripswereinitiatedandexecutedbyteachers,theybecameinstitutionalized.Thus,TheAnnualFieldTripdemonstratesaneducationaleventthatwasbornbottom-up,andthenbecamedirectedandsupervisedbythestate.Overtheyears,therewasashiftintheprioritiesofthestatedgoalsoftheAnnualFieldTrip:Initsbeginning,theFieldTripservedmainlypedagogicalgoals,usingthelandscapeasmeanstodemonstrateGeographicalPhenomena.Lateron,sincethe1940's,nationaleducationbecamethedominantgoal,thusmakingthelandscapeboththeobjective("Toknowandtolovetheland")andthemeanstoreachit.Today,morethanacenturylater,itmaybeaskedhowdoes(andhowshould)Geography,asaneducationaldiscipline,dealwiththisuniqueformofoutdooreducationinchanging,challengingtimes?Howeffectivearefield-tripsasameansofeducation?Whatistheroleandtheplaceofteachers,whooriginallycreatedtheAnnualFieldTrips,inthiscomplexarena?ThepresentationisbasedonmyPhDresearch,onwhichIexaminethegapbetweenthegoalsoftheAnnualFieldTripandtheirFulfillment.Theresearch,whichisbasedonfieldobservationsandinterviews,focusesonGeographyteachers,theirroledefinitionandroleperceptionandtheiractionsduringAnnualFieldTrips.IwillpresentpreliminaryfindingsandcomparethemtotheAnnualFieldTripatitsbeginningintheearly20thcentury,asdescribedbythefirstteachers.ThiscomparisonemphasizestheimportanceofteachersinfulfillingthegoalsofGeographicalEducationinthefield,especiallyinadigitaleraofinformationflooding.
Lane MacquarieUniversity
TrendsinInternationalGeographyAssessmentStudy:AssessmentFramework
ThisprovidesaprogressreportontheNationalCenterforResearchinGeographyEducation'sresearchinitiativetodesignanddevelopaTrendsinInternationalGeographyAssessmentStudy(TIGAS).Thesessionexaminesthedevelopmentandvalidationoftheframeworkfortheassessmentwhichisdesignedtoprovideeducatorsandpolicymakerswithinternationalcomparativedataongeographyeducationandadvanceknowledgeoffactorsinfluencingthegeographicliteracyofstudentsinlowersecondaryeducation.Feedbackfromarangeofinternationalstakeholdersisdiscussedalongwiththeimplicationsforfurtherrefinementoftheframework.
LázaroyTorres
UniversidadNacionaldeEducaciónaDistancia
GeographicalEducationandSustainableDevelopmentGoals
EducationinSustainableDevelopmentGoals(SDGs)isanimportanttaskintrainingteachers.Itiseasytorelategeographicissuessuchasthenaturalenvironment,socioeconomictopics,andthepopulationorcitieswhichlinkwithdifferentaspectsofsustainability.ThevisualizationprovidedbyWebGISfacilitatestheunderstandingofthespaceinwhichwemove,andbringsusclosertospacesthatwewouldotherwisenotbeabletoaccess.Thus,designingaWebGISreinforceslearningandisintegratedwithanoveleducationaltrendwhosesuccessinuniversitylecturesisjustifiedbynumerousauthors(Kimetal2013,Lázaroetal,2014;Lázaro,IzquierdoandGonzález,2016;Lázaro,DeMiguelandGonzález,2018).
LázaroyTorres
UniversidadNacionaldeEducaciónaDistancia
TheTPACKmodelenhancesGISasatransversalsubjectinteachingGeography(MYGEOproject)
TheTPACK(TechnologicalPedagogicalContentKnowledge)model(MishraandKoehler,2006),appearstobeasuitableapproachforuniversityteaching.Asitcananswer:a)Whattosay?teachinggeography(content)b)Howtosayitpedagogically?(pedagogy).c)Whattoolsaremostappropriatetouse?GISasmedium(technology).Thus,whatisnecessarytogoaheadwiththemodelisforuniversityprofessorstoobtaincertainskills.Goodpracticesusedbytheprofessorsaresoughtinordertodetectthemostrelevantskillsnecessary.Authors:MLdeLázaro(Coord),BAzcárate,MPBorderías,DCocero,AFernández,JFernández-Portela,JLópez-Davalillo,EMMartín,FJMorales-Yago,CMuguruza,ANieto,CJPardo,RPellitero,MEPrieto.
Leuchner SpringerNature
An'in-depth'analysisofdropsizedistributioninforestcanopies
Thispaperpresentsacasestudyonthetransformationofdropsizedistribution(DSD)ofrainfallbyEuropeanbeechandNorwaysprucecrownsinamixedforestinSouthernGermany.DSDwasmeasuredsimultaneouslyaboveandbelowtheforestcanopytoassessincidentrainfallandthroughfallpropertiesofraineventsoveratwomonthperiodinsummer.Clearshiftsindropsizeandtemporaldistributionsofincomingrainfallwereobservedwhilepenetratingthecanopiesofbothspecies.However,thetwospeciesbehaveddifferentlyintermsofthroughfallDSD,theeffectondiametervolumepercentiles,andthewidthofthedropspectrum.Rainratealsohadasubstantialeffectondifferentthroughfallfractionssuchassplash,dripandfreethroughfall.Thefindingsofthestudyhelptobetterunderstandtheeffectofdifferenttreespeciesontherainfallstructurereachingtheground,thusaffectingsmall-scalehydrologicalanderosionprocesses.
Lindner ESEROGermany
GeographyisSTEM!AugmentingRealitytoConveyPhysical
Geographyisconsideredasubjectofthehumanitiesinmanycurricula.Importantbasicknowledgeaboutphysicalgeographyisgivenbarelyanytime,northemethodologytoobserveandanalysechangesinthephysicalenvironment.Remotesensingisoneofthemost
GeographyandRemoteSensinginClass
importantfieldsofgeographicalmethodsasitallowstoobserveallspheresoftheEarthsystem,directlyorindirectly.ItalsoencompassesallSTEMsubjects,asnoneoftheobservationswouldbepossiblewithoutknowledgeaboutmathematics,physicsorcomputerscience,anditsresultscanbeappliedtochemistryandbiologyaswell.Ontopofthat,itisideallysuitedtovisualizelargepartsofthecurriculaandmanytopicsinaninterestingand,arguably,beautifulway.However,duetotheincreasingdatasizeofthefreelyavailabledata,thesystemrequirementsofthesoftwaretouseit,andthetimeittakestolearnhowtousesaidsoftware,remotesensingisfarfrombeingsuitableforclass.AugmentedRealityonaBYODbasisisbenefitingfromtheanywhere,anytimeavailabilityofsmartphonesandhasthusbecomeapplicableinregularschoollessons.IntheprojectKEPLERISS,ithasbeenexploredforearthobservation,addinganimatedtimeseriesandvideostakenfromISS-borneremotesensingexperimentstootherwisestaticimagesonworksheets.Recently,thefirstdigitalexperimentswereadded.Pupilscannowfollowatyphoon,estimatethesurfaceareaofwhatisleftoftheAralSea,comparelightpollutionoccurrences,experimentwithgravityintheearthmoonsystem,andsoonanalyseanalgaebloomwithhyperspectraldata.TheARappsarecreatedinUnitywiththeVuforiaextensionandprovidedforfreeforandroiddevices.Theaccompanyingworksheetsareavailableonthewebsitecolumbuseye.rub.de/
Lindner-Fally
BORGOberndorf
GI-Learner:Creatingalearninglineonspatialthinking
SpatialthinkingusingGISciencetoolsisintegraltoeverydaylife.Withtheuseofonlinemappingtools,GPSandcarnavigationthegeneralpublichasbecomeawareofthepossibilitiesofspatialdata.Itistheconceptofspacethatmakesspatialthinkingadistinctformofthinking.Itisabasicandessentialskillthatcanandshouldbelearned,alongsideotherskillslikelanguage,mathematicsandscience.Giventhelackofbothresearchingeographicaleducationandpracticalmaterialsshowinghowtolearnwithgeomediainsecondaryschoolteaching,GI-Learnercreatedalearninglinebasedonliteratureandcurriculaanalysis.Moreover,spatialthinkingtestsandlearningmaterialswerecreatedforseveralagegroupsinordertosupportteachersandteachertrainersintheirdailybusiness.Thispaper/presentationisalsogoingtopresentpupils’andteachers’feedbackonprocessandoutcomesoftheGI-Learnerproject.
Maier UniversityofCologne
Viveledébat–spatialplanningingeographylessons
Debatesonlanduse,conflicts,andsubsequentplanningproposalsarepubliclyheldindemocraciesaroundtheworld.Ingeographylessons,suchdiscussionscancontributetocitizenshipeducationandpromoteargumentationcompetence.Anyway,thesetopicspose
anditscontributiontodemocracy
greatchallengesforprospectiveteachersinparticular,especiallyintimesofdemocracyunderpressure.Theaimofthispresentationistoshowtheresultsofadissertationthatexamines1)howspatialplanningistreatedingeographytextbooks,2)howpupilsplaningeographylessons,3)howgeographyeducationstudentsunderstandspatialplanninganddrawconclusionsfromtheseresults.Forthispurpose,IanalysedtextbooksfromGermany(NorthRhine-Westphalia)andEnglandintermsofcontent,examinedtranscriptsoftheargumentationprocessofpupils’planningintermsofargumentation,andcollectedandevaluatedtheviewsofprospectivegeographyteachersregardingspatialplanningwithquestionnaires.Anessentialresultofthetextbookstudyisthatthenumberofplanningtasksinthetextbooksexaminedislimited.Animportantresultoftheclassroomstudyisthatpupilsdiscussspatialplanninginsmallgroups,buttheirargumentsarerarelycomplete,factsaremissing,andthepowerisoftenunequaldistributed.Animportantresultoftheevaluatedquestionnairesisthatitischallengingforprospectivegeographyteacherstoteachononehandlibertyofspeechand,ontheotherhand,handleanti-democraticstatements.Basedontheresults,Ideriveeducationalconsequencesfordealingwithspatialplanninginclassandformulatefurtherresearch-relevantquestions.Reference:Maier,V.(2018):„Dasallesundnochvielmehr...“.Cumulativedissertation,Cologne.https://kups.ub.uni-koeln.de/8461/.
Martínez-Medina
UniversidaddeCórdoba
SustainabilityinSpanishschoolgeography:ananalysisofprimaryeducationtextbooks
Thegreatdevelopmentofthelastdecades,especiallyindevelopedcountries,hasledtotheemergenceofenvironmentalproblemsthathavemadeessentialtopromotesustainabledevelopment.Proofofthis,itistheemphasisplacedonEducationforSustainabilitybytheUnitedNationsandtheincreaseofthespecificweightoftheseissuesinnationals’educationalcurricula,asreflectedinrecenteducationalreforms,asithashappenedinSpain.InthispaperitisstudiedhowtheSpanishtextbooksofPrimaryEducationapproachsustainabledevelopment,alsoperformingananalysisoftheactivitiesrelatedtothisconceptthatareincludedinthem.Tocarryouttherelevantanalysisithasbeenadaptedaninstrumentinwhichthreecategorieshavebeenestablishedforeachtextbook‘identification,characterizationandhowsustainabilityistreated’.Theresultssuggestthatthereisnoidealbook,andthatthesuitabilitywoulddependontheteacher'scriterion.
Masinka UniversityofPécs
SegregationandruralslumsinHungary-
Ca.30%oftheHungarianpopulationliveinruralsettlements,sowecannotonlytalkabouturbansegregatesinthecountry,butalsoaboutevolvedruralslums.Theseslumsare
opportunitiestoreduceinequalities
sometimesunitsorstreetscloselylinkedtosettlements,orevenseparatedfromthecenter,andonlylegallybelongingtothemaincity/village.Thefartherontheyarelocated,theperipheralsituationisgrowingandthetiesareweakening.Currently,thereare482non-urbansettlements(accordingtothecategorizationbythelaw)with2.8%ofthecountry'spopulationinHungaryinasegregatedresidentialenvironment.Attheseplacesunemployment,illiteracy,socialandhealthproblems,anddifficultaccesstoservicesarepresentsimultaneously.TheHungariangovernmenthelpsthelocalmunicipalitiestoeliminatetheseinequalitiesandperipherallifesituations,withtheinvolvementofEUfundsandcomplexprograms.Theseprojectsprovidesupportfortheeradicationofsegregatedlifesituations,improvehousingconditions,andreducemarginalization.
MiguelGonzalez
UniversityofZaragoza
Geographyeducationandcompetences-basedcurriculum
The2006EuropeanReferenceFramework“KeyCompetencesforLifelongLearning”hasbeenoneofthemostinfluencingEuropeaninitiativesinthefieldofeducation.ItcontributedtoreviewNationalStandardsinschooleducationandtothedevelopmentofqualitycurriculum.Thisdocument,aswellastheupdated2018EUCouncilRecommendationonkeycompetencesforlifelonglearning,hasdefinedeightkeycompetences.Geographicaleducation–knowledge,skillsandattitude-canberelatedwithsciencecompetence,digitalcompetence,andsocialcompetence.Europeancountrieshaveimplementedthesecompetencesinthegeographyschoolcurriculum,butthereisstillalackofadefinitionofpropergeographicalkeycompetences,astheyexistinothersubjectsasmathematicsornativelanguage.Thispaperanalysesthemostrecentcontributions-fromgeographyeducationtheory-,whichdemonstratetheimportanceofgeographyintheschoolcurriculumandforlife.Severalkeycompetencesingeographyeducationwillbedefined-spatialthinking,spatialcitizenshipandgeospatialenquiry-inordertoacquiredifferentcognitiveprocesses,toobtainameaningfulgeographicalknowledgeandtoupdategeographicallearningofthecontemporaryworld.ThesecompetenceswillbeappliedandexplainedthroughacasestudyfromacurricularprojectinSpain.
Mora Communications&Systèmes
TheRUSService:supportingSentineluserswithfreeresources.
TheResearchandUserSupportforSentinelcoreproducts(RUS)Service,inoperationsinceOctober2017,wasimplementedtopromotetheuptakeandsupportthescalingupofR&Dactivities,withCopernicusdata.EarthObservationisamajorcontributorfortheGeographyandGIScommunityandtheCopernicussatellitesconstellationisagame-changerformanydifferentapplications,includingcartographyat1:25000orlargerscale.TheRUSServiceisconfiguredinascalablecloudenvironmentthatoffersthepossibilitytoremotelystore,accessandprocessEOdata.Itofferssupportandassistancefromahelpdesk
andateamofEOandITexpertswhocanaddressanyrequest,comingfrombeginnersorskilledpractitioners.CloudICTresourcesareprocuredwithFreeandOpen-SourceSoftwareandaretailoredtotheuser’sneeds.TheRUSservicealsoprovideson-sitetrainingsessions,webinars,andonlinematerialsofferingcapacitybuilding.ItisdeliveredatnocosttothecitizensofthecontributorstotheCopernicusprogrammeanditisavailableforalargecommunityofusersandtypesofinstitutionalorganizations.Theobjectivesofthisoralpresentationare1)tointroducethedifferentaspectsoftheCopernicusRUSservice,2)tohighlighthowtheRUSservicefacilitatesthehandlingofEarthobservationdatainthecontextoftheEuropeanopendataaccesspolicy,and3)todemonstratehowtheRUSservicehasbeenusedtosupporttrainingactivitiesontheuseofgeographicdataandinformation.TheRUSServiceisfundedbytheEC,managedbyESAandoperatedbyCommunications&Systèmes–Systèmesd’Informations(CSSI)anditspartners:SercoItaliaSPA,Noveltis,Along-TrackandCSRomania.
Nurković UniversityinSarajevo,FacultyofScience,DepartmentofGeography
STEMEducationinteachingGeographyinBosniaandHerzegovina
STEMeducationplaysasignificantroleindevelopmentofreasoningandtechnicalskills,besidestheotherbenefitsintheUSA.TheaimofthispaperistosupportthechangeofSTEMeducationpoliticsinBosniaandHerzegovinawithintheeducationprogrammes.GeographyrelatestoSTEMdisciplinesthroughtheapplicationofgeographytoolsforproblemsolving.GeographystronglyconnectsSTEM(science,technology,engineering,andmathematics)disciplinesusinggeographictechnology/toolsthatmayofferbetterunderstandingofinter-disciplinaryoccurrencesforsolvingimportantproblems.However,geographyissomewhatseenasaSTEMfieldbythestateauthoritiesintheUSA(Dangermond,2013).WithanaimtoofferaholisticimageofhighergeographiceducationrelatingtoSTEM,authorsintheUSAhavecollectedinformationabouttypesofgeographiceducationprogrammesthatofferbettereducationintheAmericancollegesanduniversities.TheresultsofthisresearchinBosniaandHerzegovinawillbesupportedbytheUSAgovernmentinthesenseofchangesinpolitics,anditwillsupportthebenefitstoeducationbasedontheeconomicsofknowledgeofgeographyprogrammes,aswellasotherdisciplines.ThisprocesscouldbemodeledontoothercountriesthathavechosentoparticipateinthedevelopmentofSTEMdisciplines.Withintheresearch,anoverviewofbasicindicatorsandtrendsinSTEMeducationwasgiven,aswellasanevaluationofqualityoftheeducationsysteminBosniaandHerzegovina.Inthispaper,conductionoftheprimaryresearchisplannedanditwillincludequestionnairesandsemi-structuredinterviewswiththepopulationandpersonsresponsible
forscientificinnovationsineducation.Keywords:STEM,geographymajor,science,geographiceducation
O'Reilly DublinCityUniversity
FacingChallenges:AligningGeography,GeopoliticsandHumanitarianAction
Confrontingthedefinesofsustainability,developmentandever-growingsocio-politicalmalaiseandviolencebeingwitnessedinmanysocietiesinsideandbeyondEuropeispartofthegeographer’sremit.Amajorresponsibilityisaccessto,andreflectiveresponsibleuseofgeographicalinformationregardingconflict.Inthispaper,conceptsandproblemsassessedwerebasedonfrequentlyaskedquestionsanddiscussionshadwithstudentstakingcoursesingeography,humanitarianaction,geopoliticsandassociateddisciplinessince1998,andequallywithpractitionersinthefield.Questionswerecategorizedintothematicgroups.Analyticalanswerswereenhancedwithdigitaldata,fromsourcesincludingtheUNDevelopmentProgram,OCHA–UNOfficefortheCoordinationofHumanitarianAffairs,ECHO(EuropeanCommissionHumanitarianAid)andNGOs.ResultsarebeingpublishedinAligningGeopolitics,HumanitarianActionandGeographyinTimesofConflict(Springer,2019).Thisaimstoencouragereflectionongeographyandhumanitarianchallengesandresponses,enhancingholisticperspectivesplanningforgreaterappliedaction.Coreideaspresentedappraisethenexusbetweengeography,humanitarianaction,developmentandgeopolitics:(i)conflictandpower,(ii)humanitarianism,riskandvulnerability,and(iii)roleofinternationalorganizations,alongsideglobalizationandquestforregulationincludingtheUNResponsibilitytoProtect.Attemptsatgreaterinternationalregulationandactiontopreventviolence,andenhanceresponsestoemergenciesneedtobereinforcedaswitnessedinSyria(2011on)andconsequencesfortheMENAregionandEurope.Furtherresearchistargetingdigitalcitizenshipthatcanbuildontheabovework.
O'Reilly DublinCityUniversity
GeographicalPerspectives:SpacesofMemory-MemorializationandDemocratization
Spacesofmemoryareappraisedfromgeographicalperspectivesandtheirplaceindemocratizationandcitizenship.Interpretationsfromvariousstandpointsincludethegeopoliticsofmemoryandemotions.Researchingeographyandeducationmustrespond,empoweringcitizenstocreatesustainablefutures.Now,memorializationcontributestowiderinclusiveinterpretationsofhistory,heritage,tourismandhumanrights.“Inthepast,…therewasonenationalhistoryand…manyparticularmemories.Today,…itsunitystemsfromadividedpatrimonialdemandthatisconstantlyexpanding…insearchofcoherence”(PierreNora,LesLieuxdeMémoire).TheEuropeanProjectembracesthischallenge,withitsgeographiesinplacesofmemoriesthatcanfostercooperationaswitnessedthroughoutEuropee.g.Ireland’sDecadeofCentenaries(2012-22)includingceremonialusageofthesymbolicGlasnevinCemeteryDublin.Nonetheless,‘thepeace’cannotbetakenforgranted
withinsecurities,globalization,andnationalisticreactionsintheUSA;UK’sBrexitstressandpopulistmovementsinEurope-France,Netherlands,Greece,VisegrádandBalkancountries.Citizen-fatigueisreflectedinsocio-politicalmalaiseandviolencemirroredintheYellowVestmovement.Empathywithotherpeoples’placesandnarrativescanassistcitizenslearnfromthepast.MemorysitespromotedbytheEU,COEandUNESCOmaytendtohomogenizediverselocalmemories.Nonetheless,theyactasvectorsinmemorialization,re-evaluatingoncemonolithicnarratives.“Thepurposeofallinterpretationistoconquerremoteness,adistancebetweenthepastculturalepochtowhichthetextbelongsandtheinterpreterhimself”(Ricœur,1978).
Péterfi UniversityofPécs
CastleUtilizationintourismandsettlementdevelopment–primaryimpactassessmentofSomogyCounty'scastlehotels
InHungary,therearealargenumberofbuiltheritages.Ofthese,thiscurrentresearchfocusesonthecastles.Nowadayscastlescanbefilledwithmanyfunctions,suchasschools,commonlodginghouses,hospitalsorresidentialbuildings.Themostoptimalformofuseistourismutilization,suchasmuseums,hotels,eventvenues.Thus,thecurrentresearchaimstopresentandevaluatetheformofutilizationofcastlesinwhichhotelsareoperated.Theaimoftheresearchistoconductanassessmentoftheinterestoflocalresidents,localleadersandcastle-owners.Theresearchfocusesontheadvantagesanddisadvantagesofthecastlehotelsinthelifeofthesettlements.ThecasestudiesarebeingconductedinSomogyCounty,whereseveralcastlehotelsarelocated.Interviewingandfieldsurveying,aswellasresidentialquestionnaires,areessentialresearchmethods.Intheend,theresearchwillemphasizeaco-operationthatcanbeindispensableforutilizingthecastlesashotelsinsuchawaythatallofthestakeholderscanbesatisfied.
Robinson UniversityofAdelaide
Usinggamesingeographicalteaching:Computers,boardsandrole-play
ThispaperoutlinestheevolutionofgamesusedintheteachingofGeographyfromthe1960s,includingtheintroductionofcomputer-basedvariantsandthedevelopmentofpopularcomputer-basedgamesforageneralaudience,likeSimCity.Itexaminesthelessonslearnedfromevaluationofgeographicalgamesanddiscussestheutililtyoftworecentlydevelopednon-computer-basedgamesintheUKandBelgium.Thereisspecialconsiderationoftherolethatthewiderangeofseriousgamesnowavailablecanplaywithinthecurriculum.GameshavelongbeenusedasvehiclesforteachingGeography,fromprimaryschoolstothehighereducationsector,ofteninexercisessimulatingtheworldbeyondtheclassroomandaskingstudentstoengageinroleplay.Theyareaimedatgeneratingarangeofperceptual,cognitive,behavioural,affectiveandmotivationalimpactsandoutcomes,especiallyknowledgeacquisition,contentunderstandingandaffectiveandmotivationaloutcomes.
Therehasbeenablurringoftheboundarybetweenseriousgames(designedforaprimarypurposeotherthanpureentertainment)andonesdesignedprimarilyforentertainment.Henceformillionsofpeoplewhoenjoyplayingcomputergames,city-buildinginSimCityandCities:Skylinesoffersacompellinginitialintroductiontotheworldofurbanplanninganddevelopment.LikegamesdesignedforusespecificallywithinaGeographycurriculum,theyofferanattractivecombinationofenjoymentandeducation.Theeducationalcomponentmaybeincidentalingamesdesignedforthegeneralpublic,butinseriousorcriticalgamesfortheclassroomtheenjoymentcanbeasignificantenhancementtothelearningexperience.ThetwofeaturedgamesdiscussedinthepaperareParticipology,aboardgamedesignedtoaidunderstandingofplanningissuesanddecisions,whichhasbeenadoptedinseveralEuropeancountries,AustraliaandtheUnitedStates,andanexercisetoconstructtheidealBelgianvillageusingasetofbuildingblocks.Thislatterexamplealsofocusesonthecomplexitiesofplanning,enablingstudentstogaingreaterunderstandingofthefactorsaffectingplanningdecisions.
Rodionova RUDNUniversity
AspectsofCartographicMaterialsUseinTeachingWorldIndustryDevelopmentTrendsatUniversities
Today'ssocietyfacesnewchallenges,whichrequireamodernwayofgeographicalthinkingbymillionsofeconomists,managers,businessmen,journalists,politicians,etc.Universitiescanonlygraduatehighlyqualifiedexpertsusingawiderangeofteachingtools,approachesandmethods,includinggraphicrepresentations,GISandmaps.Thepaperprovidesoriginalcartographicexpressionsbasedonaworldwideratingofindustrialdevelopmentofcountriesmadebytheauthor.Therankingdependsonthreegroupsofcharacteristics,whicharethegenerallevelofcountry'sdevelopment,thelevelofthedevelopmentofmanufacturingsectorandthestructureofindustrialgoodsexport.Theaimofthepaperistoshowthatcartographicmaterials,basedontheseratingtables,arecrucialtouseasoneofthetoolsforanalyzingthepresentstateoftheworldindustry,detectingtroubleswhiledevelopingtheindustrialpolicyofacountrylongingforastableeconomicgrowth.Theauthorsaresurethatmapsaretheclearestandtheeasiestwaytoinformstudentsabouttheresultsoftheresearchpapershowingglobaltrendsinworldindustrydevelopment.Thebasicassumptionisthatexperiencesgainedinonecountrywillbeofrealinteresttoeducatorsinanother.
Rodionova RUDNUniversity
Methodsofcollectingandanalyzingstatisticsoncross-
Thepurposeofthearticleistocharacterizethefeaturesofthecollectionandanalysisofstatisticsonthedevelopmentofworldenergyinuniversityteaching.Therearemanysourcesofinformationaboutthestateofenergyinthecountriesoftheworld.Ourtaskistoacquaint
countryenergyexportandimport
studentswiththesesources.Insomecountries,energyisscarceandtheyareforcedtoimportit.Othercountriesproducemoreenergythantheyconsumeandtheyexportit.Sothereareexport-importoperationsinvestigatedinthisarticle.Ananalysisoftheexport-importoperationshowedthatthecapacitiesofoilrefineriesindevelopedcountries,whichhavealackofenergyresources,exceedtheneedsofthedomesticmarket.Partofimportedenergyisprocessedindevelopedcountriesandre-exported.Theproblemofthedevelopmentofalternativeenergy,whichisrapidlydevelopingindifferentcountriesoftheworld,iscloselyrelatedtotheseissues.Amongthefactorsaffectingthedevelopmentofalternativeenergyarethechangeinthepriceofoilandothertypesoffuel,theproblemsoftheenergysecurityofcountrieswithashortageofenergyandtheproblemsofclimatechangeontheplanet.
Sadoń-Osowiecka
UniversityofGdańsk
Tobetterunderstandingtheworld-avaluehumanisticapproachtoschoolgeography
Sometimeshumanisticgeographyisseenasnaiveandemotionalonlywithoutcognitivevalueatordinarypolishschoolreality.Onlyobjectivisticapproachispresentedatschoolgeography.Theauthorshowshumanisticapproachasdeeperandrelativisticunderstandingproblemsofourcontemporaryworld.Butwemustknowfactsabouttheworldtounderstandingit.Thispaperpresentssomeexampleshowhumanisticapproachcanuse"objective"geographytoconstructingvaluablegeographicalknowledge.
Schauss GeographyEducation
Epistemologicalbeliefsinclimatechangeeducation–initialevaluationofaschoolproject
Accordingtotheeducationalstandardsforgeographyistoaddressgeographicallyandgeoscientificallyrelevantphenomenaandprocesses,suchasclimatechange[…](GermanGeographicalSociety,2012).Acooperationbetweenclimateresearchandschools,the"SchoolProjectClimateChange",tiesinwiththispointandpromotesthediscussionofclimate-relevantquestions.Highschoolstudentsworkforfourtofivemonthonaglobalwarmingrelevantsubjectandgetsupportfrommeteorologystudentsandscientists.Theyuseauthenticmodeledclimatedata,prepareapresentationandascientificessayandpresenttheirresearchtootherstudents.Theyarealsoallowedtojoinscientificlecturesandstayintouchwiththescientists.Theaimofthisstudyisaninitialevaluationoftheschoolprojectandfocustheepistemologicbeliefsinglobalwarming.AsstatedbyMayer(2007)theunderstandingofscience(epistemologicalbeliefs)isacompetenceconstructofthenaturalsciencesandagoodstartingpointforunderstandinghowtodealwithscience-basedknowledgeinformallearningcontexts(e.g.schoolanduniversity).Epistemologicalbeliefs,whicharethefocusofthiswork,canbeclusteredintotwoareas:the
natureofknowledge,includingthedimensioncertaintyofknowledgeandcomplexityofknowledgeandthenatureofknowing,includingthedimensionsourceofknowledgeandjustificationofknowledge(Hofer,2001).Scientificallyappropriateepistemologicalbeliefsarealsoacorecomponentofbasicscientificeducation;bypre-structuringtheperceivedcontents,theyinfluencelearning(Urhahne,Kremer,&Mayer,2011).Thestudywillbeconductedinapre-postdesign.Theinstrumentforunderstandingsciencehasbeencompiled,modifiedandpilotedonthebasisofalreadypublishedandvalidatedquestionnaires,fourofthesixscalesrepresentthedimensionoftheepistemologicalbeliefs.Followingtheposttestusingthequestionnaire,guidedinterviewsareconductedandrecordedwithtwogroupsofstudentspercourse.Theintentionistoencouragethestudentstoenterintoconversationanddiscussionwiththegroup.Uncertainties,misconceptions,butalsogoodandcomplexthoughtsofthestudentsbecomeclearerthanwithclosedanswerformats,astheyareusedinthequestionnaire.TheevaluationtakesplaceafterthequalitativecontentanalysisaccordingtoKuckartzwithdeductive-inductivecategoryformation(Kuckartz,2014).Firstresultsoftheinitialevaluationwillbepresentedattheconference.LiteratureGermanGeographicalSociety.(2012).EducationalStandardsinGeographyfortheIntermediateSchoolCertificatewithsampleassignments:SelbstverlagDeutscheGesellschaftfürGeographie(DGfG)Bonn.Hofer,B.K.(2001).Personalepistemologyresearch:Implicationsforlearningandteaching.EducationalPsychologyReview,13(4),353-383.Kuckartz,U.(2014).Qualitativetextanalysis:Aguidetomethods,practiceandusingsoftware.Sage.Mayer,J.(2007).ErkenntnisgewinnungalswissenschaftlichesProblemlösen.TheorieninderbiologiedidaktischenForschung,177-186.Urhahne,D.,Kremer,K.,&Mayer,J.(2011).Conceptionsofthenatureofscience—aretheygeneralorcontextspecific?InternationalJournalofScienceandMathematicsEducation,9(3),707-730.
Scholten UniversitätHamburg
GeographyTeacherNoticingduringInstruction-Experts`Interpretationand
Duringinstructionteachersareexposedtomultiplestimuli.Theymanagethiscomplexenvironmentbynoticingrelevantaspectswhiledisregardingothers.Presumably,teachers`noticinghasanimpactontheirperformanceintheclassroomwhicheventuallyleadstostudentlearninggains.
Decison-Making Blömeke,GustafssonandShavelson`s(2015)modelofteachercompetenceemphasizestheimportanceofteachernoticing.Intheirmodeltheyincludeteachers`situation-specificskillswhichtheyspecifyas:perception,interpretationanddecision-making.Inmathematicseducationasimilarconceptisdiscussed,namely“noticing”(Schack,Fisher&Wilhelm,2017;Sherin,Jacobs&Philipp,2011).Fromageographicperspectivethereislittleresearchonthiscompetencefacet.Theaimofthisresearchprojectistoexplorethedifferencesbetweenexpertandnovicegeographyteachers`noticinginthegeographyclassroom.Aqualitativestudyinanexpert-noviceresearchdesignwasconducted.Twostagedvideovignettesofgeographyinstructionwereproduced.Theparticipantswereaskedtostopthevideowhenevertheynoticesomething,whichisrelevantforsubject-specificlearning,toelaboratewhytheystoppedandtoexplainhowtheywouldproceedasateacher.Theanswersareanalyzedbyqualitativecontentanalysis(Kuckartz,2012).Theresultswillbefinalizeduntiltheconference.LITERATUREBlömeke,S.,Gustafsson,J.-E.&Shavelson,R.J.(2015).BeyondDichotomies:CompetenceViewedasaContinuum.ZeitschriftfürPsychologie,223(1),3-13.Kuckartz,U.(2012).QualitativeInhaltsanalyse.Methoden,Praxis,Computerunterstützung.Weinheim:BeltzJuventa.Schack,E.O.,Fisher,M.H.&Wilhelm,J.A.(2017).Teachernoticing:Bridgingandbroadeningperspectives,contexts,andframeworks:Springer.Sherin,M.G.,Jacobs,V.R.&Philipp,R.A.(Hrsg.).(2011).Mathematicsteachernoticing:Seeingthroughteachers'eyes.NewYork:Routledge.
Seidel InstituteforGeographyEducation,UniversityofCologne
Experiencingpolitical-geographicalconceptsineverydaylife:pupilsandtheirborderexperiencesandconceptswhileplayingvideogames
InGermany,93percentofchildrenandyouthsbetweentheagesof10and18playvideogamesonadailybasis.Digitalgamesareforentertainmentandrelaxation,theytrainreactionsandtakeyouintofantasticworlds,simulatecitiesorevenwholeworlds.Digitalgamesarebynomeanspureentertainmentmedia.Politicalgeographyandespeciallypopulargeopoliticsshowthatvideogamesestablishandnegotiategeopoliticalmeanings.Thispresentationexaminesthegeopoliticalmodelsandexperiencesofplayingvideogames.Intimesinwhichgeopoliticaldevelopmentsfillthenews,acontemporarygeographiceducationmustcounteractpossiblemisconceptionsformedthroughdigitalgamesandsupportpupilsinreflectingandevaluatingtheirexperiencesandactions.Aswehaveshowninearlierstudies(cf.Seidel&Budke2018),pupilshavemanymisconceptionsaboutboundaries,whichmayalsoresultfromtherepresentationofboundariesindigitalgames.In
contrast,however,pupilsshouldbeabletolookatboundariesfromdifferentspatialconceptsandalsobeabletoexplainconstructivistborderconcepts(cf.Seidel&Budke2017).Withintheframeworkofthisproject,theanalysisfocusesontherepresentationofterritoriesandborders,thespatialconceptsandconflictsassociatedwiththem.Inparticular,strategydigitalgameswereexaminedduetothefactthatthisgenrehasitsmainfocusonconqueringterritories,controllingtheresultingspaceandtacticallyplanfurthermovese.g.signingtradecontractswithordeclaringwar.Thisresearchconsistedoftwosteps.First,exemplarydigitalgameswereexaminedregardingtheirrepresentationofterritoriesandborders.Therepresentationswerecategorizedandthusformedthefoundationforinterviewsandobservations.Basedonthecategorizedevaluationcriteriapupilswerethenobservedplayingthechosendigitalgamesandinterviewedafterwards.Theresultswillpresentanoutlookonhowandwhatpupilsexperienceplayingsaidgamesandwhichconceptionstheytransfertoeverydaygeopoliticalpracticeandadoptintotheirownimaginations.
Sidorov CaliforniaStateUniversityLongBeach
Onlinegeographycourses:learningthestudents
ThispaperattemptstosummarizemyexperienceofteachinginCaliforniaseveralonlinegeographycourseswithregardtosomechallengesandopportunitiesitprovidesforlearningthecourses'audiences.Unlikeinanalogclasses,onlinestudentsremainmostlyinvisible,yettheirindividualbehaviorandcollectiveperformanceonlinebecomemoretransparent.
Solem TexasStateUniversity
TrendsinInternationalGeographyAssessmentStudy:Methodology
ThispaperwillpresenttheTIGASresearchmethodology,activities,andkeybenchmarksplannedoverthenextseveralyears,culminatingwiththepotentialintroductionofinternationalgeographyassessmentsin2023(coincidingwithTIMSS).SpecificinformationwillbesharedregardingdevelopmentoftheTIGASassessmentframework,prototypeassessmentitemdevelopment,andvalidationstudiesinmultipleinternationalfieldtrials.
Solem TexasStateUniversity
PowerfulGeography PowerfulGeographyisamulti-yearresearchefforttoinformthenextgenerationofnationalandstatestandardsforK-12geographyeducation.Therearefourcomponentstothisresearch:1.Thefirstresearchcomponentwillbeanexploratoryanalysisofrestricted-useNAEPGeographydata(1994,2001,2010,2014)forelementary,middle,andhighschoolstudents.Varianceinstudentproficiencyingeographywillbeanalyzedinrelationtostudentbackgroundcharacteristics,school-levelcontextualattributes,andclassroomopportunitytolearn(OTL)factors.2.Thesecondresearchcomponentwilldefineandmeasurethesocietalvalueofgeographythroughaquantitativeandqualitativeanalysisoftheworkandcivicengagementsofprofessionalswithbackgroundsindifferentareasofgeography.Interview,survey,andworklogdatawillbeanalyzedtoidentifysubstantive,conceptual,and
proceduralgeographicknowledgeappliedindifferentprofessionalandpersonalcontexts.3.Thethirdresearchcomponentwillfocusongatheringdataonstudentcapabilitiesandaspirations.Co-investigatorsfromthesixparticipatingstateswilldevelopstatesamplesandfacilitatesurveysandinterviewswithelementaryandsecondaryschoolteachersandstudents.Thesurveysandinterviewswillbedesignedtoobtainage-appropriateinformationaboutstudents’capabilitiesforschoolsuccess,whatstudentsaspiretobeandtodo,theirgoalsandconcerns,andtheirrelativeinterestinvarioussocialandenvironmentalissues.4.Thefourthresearchcomponentwilldeterminewhatgeographysubjectmattertorecommendasthebasisoffuturestandards.Aseriesofresearchworkshopswillconvenegeographers,teachers,teachereducators,educationresearchers,andcurriculumwritersinthesixstatestoreviewtheirstatedatasetsandidentifythesubjectmatterthata)studentspresentlydonotunderstand,b)isrelevantforthecapabilitiesandaspirationsofstudentsofdiversebackgrounds,andc)isimportantforwork,civicengagement,theenvironment,andsociety.
Spevec,Vuk
UniversityofZagreb,FacultyofScience,DepartmentofGeography
DoesgeographyeducationinCroatiarespondstoneedsofcontemporarysociety?
TodayCroatiansocietyisfacingmanychallenges–onlocal,nationalandgloballevel.Questionsrelatedtoorganizationandspacemanagement,inclusiveandsustainableresourcesmanagement–especiallyofdrinkingwater,unevenregionaldevelopment,advanceddepopulationandpopulationaging,solvingborderissues,contemporarymigration,climatechangeandmanyotherquestionsreflectoneverydaylifeofpeople,especiallyyoungerpopulation,butalsoonCroatiansocietyasawhole.Inordertobeabletomakedecisions,youngpeoplemustbeinformedandeducatedhowtouseaccessiblegeographicaldata,avoidingpossiblemanipulationsthattheyareexposedtointheeraofadvancedtechnologicaldevelopmentandoverallaccessibilityofverifiedandunverified(geographical)information.OneofthemostimportantquestionsintheCroatiansocietynowadaysishowtoplanandcarryouteducationinchallengingtimes.Geographicaleducation,thatshouldofferyoungpeoplerelevantanswersonmanyquestionsconcerningcontemporarydevelopment,contributetotheirroleofresponsiblecitizens,andpreparethemforchallengesinbothpersonalandprofessionalgrowthin21stcentury,hasaveryimportantrole.Thenationalcurriculumofgeographydoesanswertheneedsofcontemporarysocietyandworldaroundus,mostofallduring3rdand4thyearofgrammarschooleducation,providingyoungpeopleanswersonearliermentionedquestions.Thekeylearningoutcomesthatprovideitincludetopicsondemographic(un)sustainability,climatechange,activitiesof
internationalcommunityinresolvingproblemsofglobalwarming,contemporarychangesinurbansettlementsanditssurroundingareas,sustainablemanagementofseaandseabedresources,impactofmega-projectsonenvironment,influenceofglobalizationonnationalidentityandsovereignty,geopolitical,economicandcultural-civilizationalaspectsofworlddivision,placeswheretospendfreetime,influenceofnatural-geographicalandsocio-geographicalfactorsonappearanceandspreadofdiseasesandhealthquality,significanceofstatebordersincontemporaryworldandunevenfoodaccessibility.AlllearningoutcomesinnationalcurriculumofgeographyareachievedbasedonexamplesfromCroatiaandworld.Thelearningoutcomesinthe3rdyearofgrammarschooleducationgiveanswerstoquestionsofsustainability,andinthe4thyearofgrammarschooleducationtheycontributetostudents’awarenessoftheimportanceofidentityinglobalizedsocietyandprovideuseofgeographicalliteracy,communicationandsocialskillsforcriticalanalysisofspatialproblemsinordertoidentifycreativeandinnovativesolutionsineverydaylifeandforlifelonglearning.SofarnumerousresearcheshaveconfirmedoveralldissatisfactionwithformergeographicaleducationinCroatia,soexpectationsarebig.WillnewgeographycurriculuminCroatiafulfillexpectations?Theanswerswillbeprovidedbycontinuousobservationandevaluationofnewcurriculumimplementation,andalsobylongitudinalstudyandresearchofgeographicaleducation.Keywords:geographicalliteracy,geographicaleducation,geographycurriculum,Croatia
Steegen KULeuven Fosteringstudentsgeographicsystemsthinkingbyenrichingcausaldiagramswithscale
Nowadayschallengesforsocietyareglobal.Thesechallengesareverycomplexandaresystemsofseveralhighlyinterrelatedcausesandconsequences.Insightintheunderlyingstructureofthesesystemsiscrucialtothinkofpossiblesolutionsformanyofthesechallenges.Moreover,fromageographicalperspective,aspatialcomponentisinherenttothesechallenges,oftencontributingtothecomplexity.Inthisstudycausaldiagramsvisualizingasystem,wereenrichedwithscale.Theseenricheddiagramsweretaughttostudentsintheirlastyearsofsecondaryeducation.Resultsofthepost-testshowthatthesestudentsachieveahigherlevelofgeographicalthinkingandthattheyactivelyusethescale-componentwhileprocessinginformation.(SteegenAn,MarjoleinCox&ElenJan)
Stoltman WesternMichiganUniversity/Independent
TrendsinInternationalGeographyAssessmentStudy
Assessmentofstudentlearningissubjecttonumerousperspectivesandvalues.Developinganinternationalassessmentpresentsnumerouschallenges.Oneofthosechallengesisinreachingaconsensusamongtheexpertscontributingtotheselectionofconceptsandcontentforaninternationalassessmentingeography.ThedevelopmentofTIGAShas
Scholar (TIGAS):BuildingaConsensus
proceededinaseriesofstepsoverthepastseveralyearstobuildaconsensus.Thepaperwillreviewtheprocess,thesteps,andasummaryoffeedbackthathasbeenreceivedfromtheinternationalcommunityofgeographyeducators.
Sümeghy UniversityofPécs
SocialcohesionandtheradicalrightinSkåne
Nowadayssocialandeconomicproblemsarecausingpopulistfar-rightpartiestoemergeallacrossEurope.Oneofthemostimportantchallengesistomanagemigrationandgrowingdiversity.Culturaldifferencesandradicalismaretwophenomenathat,ingeneral,reducetheindividual'sfaithandtrustinthecommunityandthusweakensocialcohesion.InSweden,thefar-rightSwedenDemocratsarethethirdmostimportantpartyinthecountry.TheirmainvoterbaseisinSkåneCountysincethefoundationofthemovement.Iwillanalyzethreeelectionyears(2006,2010,2014)and2016,usingsurveysfromtheUniversityofGothenburg,"TheRegionalSkåneSOMSurvey",theelectionresultsdatabase,settlement-levelethnicdata,andothersocio-economicindicators.Withregression,Ianalyzehowthesocialcapitalisinfluencedbyethnicdiversityanditschange,thestrengthofthefarrightanditschange(asdependentvariables),andthedifferencesbetweensocialcohesioninthevarioussettlementsinspaceandtime.
Tamagno NorthWestRegion,RGS
GeographyTeachersandGaia:Shocktroopsofconservationorharbingersofgloom?
Globalnewsorganizations,UNagencies,peaklobbygroups,socialmediaandon-lineblogsconstantlypublishandbroadcastarticlesandreportswhichexaminetheinteractionofpeopleandplacearoundtheworld.Inparticular,streamsofknowledgedescribetheimpactofhumanactivityonthefunctioningoftheglobalecosystemandthepressingneedtoimplementrestorativeresponsesattheinternationalandglobalscale(fossilfuels,plastic,sealevelrise).Humankindismoreawarethanatanytimeinitshistorythatitspresenceisadverselyaffectingnaturalsystemsandthatacruciallypressingtime-linedemandstheneedtoimplementstrategiesaimedatadaptationandmitigation(weatherevents,habitatdestruction,waterscarcity).Andyet,weseemtobesleepwalkingintoaseriesofmajorecologicaldisasters.Governmentsandmanagementagenciesacrosstheglobeshowlittleurgencyinpursuingmandatoryandeffectivepoliciestoregulatethedamagingeffectsofhumanactivity.Thispresentationconsiderstheroleofgeographycurriculainthewidercontextofcontributingknowledgeandunderstandingtothisissue.Itconductsananalysisofarepresentative,state-wideGeographycourseofstudyfromthefinalyearsofschooling(VictorianCertificateofEducation,Australia).Itconcludesthatstudents,teachers(andparents?)arepresentedwithanextensiveandadequateknowledgebasistobeeffectivelyinformedaboutthefuturefunctioningofplanetEarth.AsnotedbyCasinader(2018),“…this
highlightstheengagementofstudentsinthegeographicalexplorationoftransformationalknowledge,foundedonhigherordersofthinkingskills,inwaysthatdeveloptheirabilitytounderstand,critiqueandtheninfluencesocietalstructures."Highschoolgraduatesfinishtheirschoolingequippedwiththenecessaryawarenessandknowledgetoconstructivelycontributetothewiderdebateaboutcitizens’responsibilityandgovernmentpolicy.Yet,agulfexistsbetweenKnowledgeandImplementation.“Researchindicatesthatstudentsdonotdevelopgoodarguments,ineithergeographyorscience,simplybybeingtaughtcontentknowledge.Studentsneedtobeprovidedwithopportunitiestoengageindiscussion”(Roberts,2018).However,moststudents–andindeed,thecitizenryatlarge–arecompelledtoconcentrateontheirownlifechoicesandcareerdevelopmentaswellasthechallengesofpoliticalinvolvementandpathwaystoinfluencinggovernmentpolicy.Seow(2017)suggeststhat“anapoliticalcurriculumfocusedlargelyontheprovisionofscientificknowledgeisinadequateindevelopingstudents’awarenessofthesocial,economicandpoliticalcomplexitiesof(climatechange),andinpreparingyouthstoactasknowledgeableandempoweredenvironmentalcitizens”.Cangeographycurriculabemodifiedtoencouragestudentstobecomeinvolvedinthepathwaytoimplementation?Shouldgeographicaleducationatseniorlevelsincorporateashiftinemphasisfromthepedagogicaltothepoliticaldomain?Wouldthisbesufficienttotransformsubjectknowledgeintounderstandingandcommitmenttoparticipation?Thisisnottoadvocateviolentprotest,civildisobedienceorsabotagebutrathertopromoteanawarenessofpathwaystoparticipateinsociety’sdecision-makingspectrum-localplanninginitiatives,membershipofNGOsandadvocacygroups,charitiesandfundraising,politicalpartymembership.Teacherswouldcontinuetooperatewithintheethicalboundsofthethreepillarsofgeographicaleducation(knowledge,sustainability,citizenship).Learningoutcomescouldspecifypathwaystoadecision-makingchain,eg.awareness-opinion-advocacy-activism-administration-policyformulation.Studentsengaginginapositiverolebasedongeographicalunderstandingcanparticipateeffectivelyandavoidthepitfallsofnegativepredictionandscenariosofgloom.ThiswouldenableGeographyteachersandstudentstodeveloparadicalcritiquewhichmaintainsanauditofpublicpolicynotdissimilartotheroleoftenacious,investigativejournalists.AstheeditorofTheGuardiannewspaperobserved,“The‘unimaginablehorrors’ofuncheckedwarmingandhabitatdestructionmeanmoreradicaltacticsarecalledfor…itisnotrationaltodenythat(activists)arejustifiedinrebellingagainstgovernmentinaction.
Theirsenseofurgencyiswelcome”(5November,2018).ThisurgencywasunderlinedbytheIPCCReport,“SR15”(2018)whichstatedthatifthecurrentpaceofglobalwarmingcontinues,thenthepreferredgoaloflimitingittoanincreaseof1.5°Cwillbereachedaround2040.Achievingthisgoalrequiresamassiveraftofadaptiveandmitigationresponsestobeimplementedandintensifiedgloballyoverthenext20years.“WeneedaglobalcommunityconsistingofindividualswiththenecessaryunderstandingoftheEarth’slarge-scaleproblems…Educationisessentialtocreatesuchacommunity.Geography,betterthananyotherdiscipline,canexplorethespatialrelationshipsofsocialandphysicalphenomenaatdiversescalesandsuggestsolutionstosignificantandpersistentproblems”(Bednarz,2017).StudentscompletingVCEGeographyarerequiredtoinvestigateandcommentontwoglobalissues:ChangestotheLandandHumanPopulation–trendsandIssues.Theyaretorequiredtoexhibithigherorderthinkingskillsto“assess”and“evaluate”thenatureofthoseissuesandtheeffectivenessofgovernmentresponses.Thisinvolvesotherhigherorderthinkingskillsincluding“prediction”,“synthesis”and“inference”.Theseskillscanthenbeusedtoconsidertheeffectoftheglobalissuesatalocalscaleandenablestudentstodeveloprealisticproposalsaimedatinfluencingdecisionmakers.Thisapproachcanbeincorporatedintotherelevantassessmentregimeincludingpolicyanalysisandfieldworkreports.KeywordsNaturalsystem,humanimpact,environmentalpolicy,agencyresponse,implementation,disciplineknowledge,understanding,critique,participation.ReferencesHarari,NH:Sapiens,aBriefHistoryofHumankind(Vintage,2014trans.)IntergovernmentalPanelonClimateChange:SpecialReportonGlobalWarmingof1.5C°(SR15,2018),p.81Lovelock,J:Gaia:AnewlookatlifeonEarth(Oxford,2000)Aselectionofrecentarticlesfrom“Abstracts,CGELisbonSymposium2017”Bednarz,S:Geographyeducationforglobalunderstanding.ASummaryofIdeasCasinader,N:Geography,TransculturalismandDisciplinaryRenewal.AnewparadigmforculturaleducationinaglobalisedsocietyRoberts,M:Howdoesgeographyjustifytheclaimsitmakesabouttheworld?Developingwell-(SR15evidencedargumentsingeographySeow,T:Climatechangeeducationforenvironmentalcitizenship:isSingaporeuptotask?
Vávra TechnicalUniversityofLiberec
Teachingandlearninggeographythroughtheconceptofplace,Liberecapproach,Czechia
GeographicalknowledgeandskillsinLiberecapproacharebasedonrelativestableandsteadyprofessional/scientificknowledgeandmethods,whichareusefulforapupil(aswellasforateacher)toreachgeographicalknowledgeandskills,whileattitudesandvaluesarepersonal/subjective.Theaproachisbasedonindividualandsharedexperience,thatdevelopandtheyarelessstable/steadyandtheyarestrongdependentuponenvironment(physical/human)whereapupilaswellasateacherislearning/teaching(family,school,community,andothers),TheLiberecapproachdoesnotsupportmemorizingknowledge(‘thetraditionalrotelearningof'capesandbays').Itisimportanttointernalizegeographicalknowledgeandskillswhichareforapupilimportantinformalaswellasininformaleducation.Valuesandattitudesareimportanttodevelop(e.g.citizenshipandenvironmentaleducation).Theapproachuseastructuralapproachaswellasameaningone.
Vyslúžilová Dell,DepartmentofGlobalBusinessServices
NewParadigmoftheEuropeanUrbanAreaduetoEconomicGlobalizationandTechnologicalRevolution
Inthispaper,wearefocusingontheroleofurbanstructuresinEuropeinwhichwetrytopointoutwhatinfluencepossessrapidgrowingsignificanceoftechnologicalinformationonaglobalscale.Economicglobalizationdeclaretheincreasinginterdependenceofworldeconomiesandislargelybasedontheaccelerateddevelopmentofscienceandinformationtechnologies.Therein,ITdevelopmentisinvestigatedasastrongtechnologicaldrivingforceforeconomicglobalizationandreductionofglobalconnectionbarriers.Theconceptualbasesforthedevelopmentofstrategicglobalcitiesininternationaltradeareexamined.Theimpactoftechnologyontransformationofmodernsocietyareexaminedaswell.Theapplicationofmodernmechanismsofinnovativedevelopmentoftheeconomyisjustified.Nevertheless,processcanposecertainrisksandhavesomelimitations.PreconditionsfortheurbandevelopmentofnationaleconomiesinEuropeanurbanareasarehighlighted.ItsmainconclusionisthatthetransitiontomodernandeconomicallyconnectedEuropeanurbanareascanleadtonewerasupportedbyatechnologicalrevolution.Keywords:EconomicGlobalization,UrbanArea,GlobalCity,InformationalCity,TechnologicalRevolution
Yaar OranimAcademicCollegeforEducation
Borderingontheimpossible:Teaching(geographical)boundariesintheIsraelieducationsystem
TeachingGeopoliticsatall,especiallyBorderssubjects,isachallengingmatter.Althoughteachersknowverywelltheimportanceoftherelevanceofthecontenttothelearner,theyavoidorfearteachingcontroversialoruncleartopics.TeachingGeopoliticsinIsraelistherefor,evenmorechallenging.NotallthebordersoftheStateofIsraelareagreed.Someofthemarecease-fireborders,andinsomecasesthereisinternalpoliticaldisagreementanddisagreementsbetweenthe
UnitedNationsandthestate.Teachingthesubjectofborders,fromthebeginningisveryproblematicandrangesfromahistoricaldescriptionoftheformationofborderstothepresentationofthecomplexrealityontheground.TeachersfeartopromotearealanddeepdiscussionoftherealityofthebordersinIsrael,andthematerialtaughtintheclassroomissometimes"sterile"andintheworstcase,notstudiedatall.ThecurriculawrittenbytheMinistryofEducationatthissubjectalsodoesnotleadtoInquisitivethinking,doesnotleadthestudenttounderstandthecomplexityoftheexistenceofboundaries,andhardlyexpressthevaluequestionsassociatedwiththem.Howdoweeducatethinkingcitizensinvolvedinademocraticstatewhenteachingdoesnotleadtotheskillsrequiredofacitizeninafreedemocraticstate?
YAGASAKI UniversityofTsukuba
TheRoleofSchoolDistrictintheReconstructionProcessofCoastalCommunitiesaftertheGreatEastJapanEarthquake:ACaseStudyofUrashimaofKesennumaCity,MiyagiPrefecture,Japan
AfterexperiencingdevastativedamagesbytheGreatEastJapanEarthquakeinMarch2011,thosewholosthousesbegantorecovertheireverydaylifebyrelocatinghousesfromthecoastallowlandtothehighgroundforthepurposeofdisasterprevention.Whilethesocialcapitalplayedanimportantroleinfacilitatingtheprocessofreconstructionbyimplementinggrouprelocationprojects,thetraditionalcommunityhasbeenmodifiedduetodepopulationandtothereorganizationofcommunitystructure.ThisstudyexaminestheUrashimaareaofKesennumaCity,MiyagiPrefecture,asthecoastalcommunitywasseriouslydamagedbytsunami.AlthoughthefoursettlementsofUrashimahadcohesivecommunitystructurewithfourindependentneighborhoodassociations,anunifiedschooldistrictwasmaintainedwhereallthechildreninUrashimawenttotheUrashimaElementarySchooluntiltheclosingoftheschoolin2013.Facingapopulationdecreaseandaweakeningroleoftraditionalneighborhoodassociations,residentsinthefoursettlementscametobeunitedundertheUrashimaPromotionAssociation.BeingasymbolofreorganizedcommunityofUrashima,theneworganization,headquarteredintheoldschoolbuildingoftheUrashimaElementarySchool,playsapivotalroleinunitingtheresidentsinalargerregionalscaleandhostinglocaleventsandcommunityactivities.Thus,inthereconstructionprocessoftsunamidamagedcommunities,socialrelationsformedonthebasisoflocalprimaryschoolcontributedtobringaboutanewcommunitystructure.
YOON CheongjuNationalUniversityofEducation
TeachingmethodologiesforapopulationunitinUSAPHGclass
ThisresearchwasdesignedtoexaminevariousteachingmethodsusedinthepopulationunitoftheUSAdvancedPlacementHumanGeographycourse.TheresearchisbasedonobservationsmadefromMaytoNovember2017inhighschoolclassroomsintheUSstatesofIllinois,Kentucky,NorthCarolina,andVirginia.InAPHGclassrooms,therewerevariousresources,media,anddevicesused.Thecollecteddataincludeteacher'slectures,activity
guides,teacherleddiscussionrecords,inclassactivitiesandnotatedinteractionsamongstudentsinclasses.
YOON,Jo CheongjuNationalUniversityofEducation
NationalAssessmentofEducationalAchievement(NAEA)ofSouthKorea(OkkyongYoon,InjeongJo-copresentation)
InKorea,theNationalAssessmentofEducationalAchievement(NAEA)ofcoresubjectsadministeredbytheKoreaInstituteofCurriculumandEvaluation(KICE)everyyear.AccordingtotheKICEreport,6,646studentsinthejuniorhighschoolweresampledinJune2017.Overallacademicachievementisassessedbythestudents’scoreandachievementlevel.Theinformationaboutstudents'understanding,performance,andmisconceptionsrelatedtotheattainmentarecollectedthroughtheanalysisofitems.
Zwartjes GhentUniversityGeographyDepartment
SEED:SmartEntrepreneurialEducationandtraininginDigitalfarming
TheSEEDprojectaimsto:•increasetheemployabilityofyoungpeople,bysupportingthedevelopmentofahighlyskilled,qualifiedandmobileworkforce,alsothankstotransnationalplacement;•supportthedevelopmentofajointVETqualificationattheEUlevel;•promotework-basedlearning,supportedbyamobilitycomponent.Themainoutputsfromtheprojectwillbe:1)thedefinitionofaqualificationprofilebasedonmodularunitsofLOstocreateanewqualificationortoreviewanalreadyexistingqualification;2)acurriculumindigitalfarming;3)theelaborationofassessmentstandards.TheSEEDprojectwilldevelopanewqualificationprofile:ExpertinDigitalFarming.Theprofilewillbedevelopedstartingfromexistingcurriculaanddefineaprofiletransversaltoalltheprofessionalqualificationsidentified.Thelearningoutcomes(LOs)and,morespecificallyunitsofLOswillbeidentifiedandvalidatedbytheVETCentresparticipatingintheconsortium,takingintoaccountthetransversalnatureofthesubjectsinvolved.Developingajointcurriculumindigitalfarmingwillfocusnotonlyondigitalinnovationintheagriculturalsector,butalsointegratethecapabilitytoembracenewentrepreneurialopportunitiesinthelabourmarket.TheprojectwillsupportthedevelopmentofaJointVETQualification(EQF5)ondigitalfarming.SkillsdevelopedwillbemappedagainsttheEntreCOMP(link)andDigCOMP(link)frameworks.Work-basedlearning(link)willbethemainfeatureoftheproject.
Zwartjes GhentUniversityGeography
MyGeo:fosteringtheemployabilityofstudentsinhigher
TheprojectultimatelyaimsatfosteringtheemployabilityofstudentsinhighereducationthroughpromotingtheacquisitionofkeyskillsrelatedtotheuseofGeographicInformationSystems(GIS)tools.Tothisaim,thepartnerorganizationswillundertakeaninitialactivityof
Department educationthroughpromotingtheacquisitionofkeyskillsrelatedtotheuseGIS-tools
researchfinalizedatidentifyingGIS-relatedkeyskillswidelyrequiredbythejobmarket.InlinewiththeoutcomesoftheresearchtheprojectpartnerwillimplementtwodifferentIntellectualOutputs:-OneMOOCforteachersinHigherEducationInstitutions:aimedatfosteringtheacquisitionofkeyskillsrelatedtotheuseofGISforteachingpurposes.ThisIntellectualOutputwillultimatelyleadtotheMODERNIZATIONofthepartnerUniversities.-The"PORTFOLIOMYGEO"forstudents:includingalistofkeyskillsandGIStoolswidelyusedbyprivatecompaniesindifferentsectors.EachskillandtoolwillbelinkedtoatrainingsessionprovidedinMOOCmodality:thosewillbetargetedtostudentsandwillcontributetoraisetheirskillsinmakinguseofthelistedtools.ThisIntellectualOutputisultimatelyaimedatfosteringtheOCCUPABILITYofstudentsinhighereducation.Finally,theprojectpartnerwillorganizetworoundsfortheinternationalmobilityofstudentsfromeachpartnerUniversitytoeachpartnercompany.ThemobilitywillbeaimedatfurtherempoweringtheparticipantsontheuseofGIStools,throughwork-basedlearningexperiences.Inthissense,theprojectwillfostertheINTERNATIONALIZATIONofpartnerorganizations.Theresultsofthemobilitieswillbecollectedanddisplayedontheprojectplatform,asalltheotherintellectualoutputspreviouslydescribed.Theplatformwillbeaninteractivetoolcollectingandorganizingalltheprojectoutputsfortheirdissemination.Asessionoftheplatformwillallowtheinteractionamongstakeholdersactiveinthefieldofe-education:fosteringtheexchangeofexperiences,goodpracticesandlessonslearned,andultimatelycontributingtotheconstructionofanEuropean"Communityofpractices"includingstakeholderspromotingtheuseofGIStoolsforteaching/learningpurposes.