Geography Curriculum

Owing to the observed drop in students' enrollment in geography, the study examined some of the factors that possibly influence the choice of Geography in secondary schools in Ilorin, Nigeria. Literatures were reviewed to buttress the findings of the study. The study is basically a descriptive survey; with questionnaire constructed and administered to respondents, who were students in secondary schools. Frequency counts and percentages were used in analyzing the data. Prominent findings indicate that out of the 200 students who took the survey, only 96 (48%) of the respondents offered geography because it is related to their future career. While 40% of the geography students did not like the teacher's method of teaching while 64.0 % affirmed that the teachers do not make use of teaching aids in teaching geography. Only 35.0 % of the students however agreed that their choice was muted because they enjoyed the geography lessons and that the teacher's attitude was significant in their decision. If teachers are well trained, encouraged and motivated, proper guidance and counseling is put in place and the geography curriculum is given a proper review, then the choice of geography by students will not be negatively skewed. Geography needs to be promoted by all geographers that the society might not suffer from its absent or inadequate representation in the field of advancement.

This thesis presents a comparison of components of the geography curriculum
and the general features of the educational systems in Croatia and Portugal. The main point
of the thesis is a comparative analysis of the geography curriculum in primary and
grammar schools, as well as educational outcomes and evaluation system for geography in
the two countries. In Portugal, the absence of regional geography in the program and also
the predominance of social rather than physical geographical contents were noticed, while
outcomes are focused on discussion rather than factography. Direct observation of
geography classes in Porto was done in order to see the frequency of the use of the
teaching methods, aids and equipment. Also, a short survey was conducted among the 9th
graders in order to get an overview of their opinions on geography as a subject and science.
Furthermore, by the method of an in-depth interview with Felisbela Martins, Ph.D.,
Assistant Professor, some poorly accessible information about geography in the Portuguese
education system were obtained. The Portuguese curriculum is more advanced in the sense
of wider selection of optional subjects and is also requiring higher levels of knowledge
from students. However, the advantages of Croatia are, for example, the national
competition in geography and better prospects of employment, improvement and
advancement opportunities for teachers.


U radu je izvršena usporedba sastavnica kurikuluma geografije te općih značajki
obrazovnog sustava Hrvatske i Portugala. Temelj rada je komparativna analiza nastavnog
plana i programa geografije u osnovnim školama i gimnazijama, obrazovnih ishoda
geografije te vrednovanja u dvjema državama. U Portugalu je utvrđeno nepostojanje
regionalne geografije u nastavnim sadržajima te veća sklonost društvenim nego
fizičkogeografskim sadržajima, dok su ishodi usmjereniji na raspravu nego na faktografiju.
Neposrednim promatranjem nastavnih sati u Portu utvrđena je učestalost korištenja oblika
rada, nastavnih sredstava i pomagala. Metodom anketiranja učenika devetih razreda
dobiven je uvid u njihove stavove prema geografiji kao znanosti i predmetu, a metodom
dubinskog intervjua s doc. dr. sc. Felisbelom Martins dobivene su teže dostupne
informacije o geografiji unutar portugalskog obrazovnog sustava. Portugalski je kurikulum
napredniji u smislu veće izbornosti predmeta te zahtijevanja viših razina znanja od
učenika, no prednost Hrvatske su natjecanja iz geografije te bolja perspektiva zaposlenja,
usavršavanja i mogućnosti napredovanja nastavnika.

Geography education aims to transfer geography subjects to future generations within a certain plan and program. In this respect, the perception and learning of space is an important problem. The spatial issues encountered by people in foreign language learning are important themes. Development of this situation of the 21st century, Geography together with other disciplines also require cooperation. In this study, firstly, field study was conducted in order to investigate the cooperation between geography education and English education. This study was developed after reviewing studies in the field. This study, which was prepared to determine the place of geography subjects in highschool English 10th grade curriculum and textbook, was formed by qualitative research method. The subjects included in the Geography curriculum are classified according to unit titles in the English curriculum and textbook. The universe of the research: 10th grade English curriculum and textbooks and the sampling of the research is the 10th grade English textbook published by Dikey Publishing. The 10th grade English textbook, The 10th grade English textbook, “High School English Course Student’s Book” has been examined to a detailed content analysis. And a short interview was conducted with the students to examine the students' understanding of geography subjects through interdisciplinary approach. In the English curriculum and textbook examined, it was seen that teaching outputs and teaching materials related to geography subjects had similarities. Conducting similar researches among other disciplines will enable the interdisciplinary approach to be more involved in educational environments.
Key Words: Geography Education, Interdisciplinary education, Secondary Education Geography Curriculum, Secondary English Curriculum, English textbooks.

Öz Bilim ve teknolojideki hızlı değişim ve gelişmeler toplumun ve bireyin ihtiyaç duyduğu bilgi ve becerilerin de zaman içerisinde değişmesine sebep olmaktadır. Tüm bu değişimler ise diğer öğretim programlarında olduğu gibi Coğrafya Dersi Öğretim Programlarının da zaman içerisinde çağın gerekliliklerine uygun olarak değişimini beraberinde getirmektedir. Bu sebeple 1924'ten günümüze değin çok sayıda Coğrafya Dersi Öğretim Programı uygulamaya konulmuştur. Bu programlar içerisinde genel anlamda en köklü değişikliğin 2005 yılında yürürlüğe giren Coğrafya Dersi Öğretim Programıyla yapıldığı söylenebilir. 2005 Öğretim programında 2010, 2011 ve 2014 yıllarında çeşitli şekilde revizyonlar gerçekleştirilmiştir. Fakat bu revizyonlar ders saati ve kazanım sayılarındaki değişimi kapsayan küçük ölçekli değişiklikler olarak gerçekleşmiştir. MEB 2016-2018 yılından günümüze kadar temel eğitim ve ortaöğretim düzeyinde toplam 51 programda yenileme, güncelleme ve gözden geçirme çalışması yapmıştır. Bu çalışmanın amacı 2005'ten 2018'e kadar olan 13 yıl içerisinde Coğrafya Dersi öğretim Programında gerçekleştirilen değişikleri ortaya koymak suretiyle 2005 ve 2018 programlarını öğrenme alanı/ünite, kazanım, beceri ve değerler bağlamında karşılaştırmaktır. Araştırmada nitel bir araştırma yöntemi olan doküman analizi kullanılmıştır. Araştırma sonucunda Coğrafya dersi öğretim programı ekseninde öğrenme alanı, kazanım, beceri ve değerleri de içerisine alan büyük ölçekli bir değişim gerçekleştirildiği görülmüştür. Anahtar Sözcükler: Coğrafya dersi öğretim programı, coğrafya eğitimi, kazanım, değer, beceri Abstract The sociocultural structure, rapid changes and developments in science and technology lead, at the same time, to a change in the knowledge and skills as needed by the society and individuals over time. All such changes also bring about a change in the Geography Course Curriculums over time as well as the other curriculums in line with the necessities of the time. Therefore, a number of Geography Course Curriculums have been implemented since 1924. It can be said that generally the most radical change was introduced by the Geography Course Curriculum that entered into force in 2005. There implemented various revisions to the curriculum in 2010, 2011, and 2014. Nevertheless, such revisions were rather small-scale amendments covering changes in the course hours and the number of objectives. The Ministry of National Education has conducted a total of 51 curriculum renewal, update, and revision activities on primary education and secondary education levels since 2016-2018. The aim of the present study is to compare the 2005 and 2018 curriculums in the context of objectives, skills, and values by addressing the changes made in the Geography Course Curriculum within 13 years since 2005. The research was conducted through a qualitative research model, document analysis or document review. As a result of the study, it was seen that a large-scale change was made in the axis of geography course curriculum, also encompassing learning domain, objectives, skills, and values.

GEOGRAPHICAL INFORMATION SYSTEMS IN GEOGRAPHY CURRICULUM
ABSTRACT: Geography, which examines the relationship between nature and human in terms of physical, human and technical aspects, has begun to examine these issues in more detail with the information technology developed in the last quarter century. In this regard, Geographical Information Systems (GIS) has improved by helping geography science. Thus, with the support of GIS, the holistic structure of geography, analysis and synthesis feature, cause and effect relationship are examined in more detail and technically. CBS, which was thought to be discussed in the world of education with an article written by Goodchild in 1992, and today it has interacted with all sciences. However, some sciences use and adopt this system more than others. Today web-based maps can be created with GIS, which can be used as screen maps or paper maps in various business lines. In addition, the use of GIS as an educational tool in geography teaching and the ability to make spatial analysis with GIS increases its importance. The development of Geographical Information Systems in the community can be achieved through education. Education in this field starts from primary level and continues to higher education. In this research, GIS education and training is emphasized especially in secondary education level. The issue of GIS has taken its place in the regulations of 2005, 2011, 2014 and 2018 of the secondary school geography course curriculum prepared by the Ministry of Education Board of Education and Training.  It is stated that teachers can develop GIS applications depending on the technical equipment and physical facilities in schools. In addition, it is seen that GIS applications are included in two acquisitions, one in each of the 9th grade and 10th grade curriculum in geography lesson. The basis of the study is whether these gains in the program are sufficient for secondary school students to understand and apply GIS.
Keywords: Geographic Information Systems (GIS), Geography Teaching, Geography curriculum,

ÖZ: Tabiat ile insan arasındaki ilişkiyi fiziki, beşeri ve teknik açıdan inceleyen coğrafya bu konuları son çeyrek yüzyılda gelişen bilgi teknolojisi ile daha ayrıntılı incelemeye başlamıştır. Bu konuda coğrafya bilimine yardımcı olarak Coğrafi Bilgi Sistemleri (CBS) gelişme göstermiştir. Böylece CBS’nin desteği ile coğrafyanın bütüncül yapısı, analiz ve sentez özelliği ve sebep sonuç ilişkisi daha ayrıntılı ve teknik olarak ele alınmaktadır. Goodchild'in 1992’de yazdığı makale ile eğitim dünyasında tartışılmaya başlandığı düşünülen CBS günümüzde artık bütün bilimler ile etkileşime geçmiş durumdadır. Ancak bazı bilimler diğerlerine göre bu sistemi daha fazla kullanmakta ve benimsemektedir. Günümüzde CBS ile web tabanlı harita oluşturulabilmekte, bunlar çeşitli iş kollarında ekran haritası veya kâğıt harita olarak kullanılabilmektedir. Ayrıca CBS'nin bir eğitim aracı olarak coğrafya öğretiminde kullanılması ve CBS ile mekân analizlerinin yapılabilmesi onun önemini arttırmaktadır. Toplum içinde Coğrafi Bilgi sistemlerinin gelişimi, eğitim ile olabilmektedir. Bu eğitim de, ilköğretim kademesinden başlayıp yükseköğretime kadar devam etmektedir. Bu araştırmada özellikle ortaöğretim kademesinde CBS eğitim ve öğretimi üzerinde durulmuştur. Milli Eğitim Bakanlığı Talim Terbiye Kurulu Başkanlığı tarafından hazırlanan ortaöğretim coğrafya dersi öğretim programının 2005, 2011, 2014 ve 2018 yıllarındaki düzenlemelerinde CBS konusu yerini almıştır. Programda okullardaki teknik donanım ve fiziki imkânlara bağlı olarak öğretmenlerin CBS uygulamaları geliştirebileceği ifade edilmektedir. Ayrıca coğrafya dersi 9.sınıf ve 10.sınıf öğretim programlarında birer tane olmak üzere toplam iki kazanımda CBS uygulamaları direk olarak yer alır. Programdaki bu kazanımların ortaöğretim öğrencilerinin CBS’yi anlayıp uygulamaları için yeterli olup olmadığı çalışmanın temelini oluşturmaktadır.
Anahtar Kelimeler: Coğrafi Bilgi Sistemleri (CBS), Coğrafya Öğretim Programı, Coğrafya eğitimi

Como en todo orden de cosas, es necesario realizar afirmaciones iniciales que permitan comunicar, explícitamente, los soportes sobre los cuales es posible leer un minuto particular de la historia. Y en este particular caso no es cualquier historia. Se trata de un minuto particular de la historia del currículo chileno. Hablamos de una historia que es tiempo reciente en donde discursos y prácticas educativas animan el debate sobre lo público, sobre lo común, sobre lo social, sobre lo productivo y sobre lo cultural. El caso específico de atención se refiere al reordenamiento de contenidos (al reordenamiento de las formalizaciones del conocimiento) y a la legitimación de algunos de ellos, como fundamentales para constituir los acervos culturales de una sociedad.

Abstract Guided by the assumption that geography teaching is connected to nationalism and civic education, this study focused on the manifestation of different citizenship conceptions in the teaching of the land of Israel as implemented in the Israeli educational system. This historical content analysis of Israeli curricula resulted in a division into three periods. Whereas the first two periods reflected specific citizenship conceptions—nationalistic in the former and individualistic in the latter, the third period is characterized by an amalgamation of contradictory conceptions. These findings point to the potential and challenges facing geography education in creating a truly democratic space.