Geography teaching

The rapid development of immersive technologies has opened up the possibilities for using augmented, mixed, and virtual reality in education. The theoretical part of this paper included a literature review of previous studies dealing with the use of augmented and virtual reality in geography teaching and learning. However, a question raised regarding the readiness of geography teachers to integrate mobile devices and use the advantages of immersive technologies in practice. Based on their digital competences and readiness to use mobile devices and other information and communication technologies in the teaching process four groups of geography teachers can be separated using cluster analysis. The clusters are: 1) Confident and innovative, 2) Traditional approach, 3) Optimistic but low-digitally skilled, and 4) Pessimistic but digitally skilled teachers. Teachers (particularly those in the first cluster) highly assessed the possibilities of using immersive technologies in practice (e...

A técnica de pesquisa de memória viva é um instrumento eficaz que pode ser utilizado, no ensino de Geografia, nos níveis Fundamental, Médio e Superior, para relacionar o conteúdo discutido em sala de aula com o meio pesquisado. Esta proposta de ensino permite desenvolver um estudo sobre o espaço, entendendo-o como o resultado materializado do trabalho social, revelado pelas temporalidades de desenvolvimento e de tecnificação de uma determinada sociedade. Essas temporalidades emergem na subjetividade transmitida no discurso oral – memória viva dos sujeitos sociais, no momento em que discorreram sobre a sua trajetória de vida, do seu lugar, da sua existência, presente nos textos produzidos pelos grupos de discentes a partir da aplicação dessa técnica de pesquisa no trabalho de campo em Jataizinho/PR, nos quais afloram os momentos ou períodos do processo histórico brasileiro. Percebe-se que, na busca da união teoria-prática, obteve-se o resultado almejado, pois a experiência ensejada na realização de um trabalho de campo interdisciplinar demonstrou a importância de se trabalhar ancorado na realidade concreta, pois a partir da vivência empírica emerge as transformações sócio-espaciais, as quais podem ser apreendidas pelas várias abordagens que fundamentam o ensino-aprendizagem do futuro profissional de Geografia.

The Technique research of alive memory is an efficient instrument that can be to make use of Geography teaching, in the essential levels, Median and Superior to relate the content debated in the classroom with the searched center. That education proposal allow to develop a learning about the space, discerning it like the materialistic result of the social labor, disclosed for the temporization development and technology of the a resolute society. That temporizations emerge in the subjectivity transmited in the oral discourse – alive memory socials subjects, in moment that traverse over your life trajectory in that place, in your existence, being before in the text produced by professors aggregations from applying of that technique search in the work area in Jataizinho/PR, where appear the moments or periods brazillian historical process. Perceive that quest of the alliance theory and practice, got the long for result, the experience opportunity in the realization work area interdispleasure proved the amount of operate supported in the concrete reality, therefore from empiric existence emerge the associate areas, such as can be apprehended by several boarding that establishing the teaching and apprenticeship of the future professional Geography

O presente trabalho tem como objetivo mostrar como está posto o uso do livro didático no ensino de Geografia, esse tido muitas vezes como único recurso didático utilizado nas aulas de Geografia, quando na realidade seu objetivo é de servir como suporte para os professores e não como recurso a ser seguido a risca. Para tanto realizamos nosso trabalhos buscando referenciais bibliográficos que trabalham com o uso do livro didático no ensino de Geografia, entre eles Pina (2009); Cavalcanti (2007); Pontuschka, Paganelli e Cacete (2007); Silva (2006); Castellar e Vilhena (2010) entre outros.  Num segundo momento buscamos relatar a nossa experiência no estágio supervisionado de Geografia no nível fundamental II, realizado na Escola Municipal Professor José Porto de Queiróz, na cidade de Itaú-RN. Durante nossa fase de observação percebemos a dependência do livro didático como recurso pronto para aulas de Geografia, diante da nossa observação em sala de aula, procuramos desenvolver um trabalho diferenciado, utilizando o livro como apoio e não como um recurso a ser seguido a risca. Com essa metodologia, embora direcionada a uma turma desmotivada, percebemos um resultado significativo, pois houve uma nova perspectiva de ensino de Geografia e não aquela enfadonha de leitura e atividades do livro. Nesse sentido entendemos que é papel do professor utilizar os conteúdos do livro como suporte, e tentar relacionar ao cotidiano do aluno, e associando com outros recursos didáticos e novas metodologias de ensino.

The art of purposeful and effective asking of questions and formulating tasks are among the key professional qualifications of teachers of every various subject at all levels of education and at all types of schools. Contemporary research concerning teaching of geography or other school subjects refers to certain weaknesses in this respect (Gall, 1970; Gavora, 2005; Hübelová, Janík & Najvar, 2008; Lambert & Balder-stone, 2010). Assessment of sets of learning tasks is based on comparisons with a "norm", which may take various forms. The resulting assessment of the quality of a given set of tasks is thus influenced by the concept of the frame of reference as well.
Therefore, the principal objective of this monograph is to point out how different frames of reference influence the selection and structure of learning tasks, respectively priorities in geographical education. This monograph summarizes basic theoretical approaches to the given issue involving examples of research findings as well as examples of applications of theoretical background in teaching geography.
The summarizing character of this monograph and its structure correspond with the above mentioned intention. After introductory chapters that explain the key concepts of the issue and clarify the basic characteristics of tasks, the third chapter summarizes and discusses frames of reference, to which the design and evaluation of learning tasks in teaching geography usually apply. The attention is focused on the way of defining educational goals for geography and especially then on required geographic skills (Řezníčková et al., 2013), on general taxonomies of educational objectives (Bloom, 1956; Krathwohl, 1964; Davy, 1967; Niemierko, 1979; Marzano & Kendall, 2007) and taxonomies of learning tasks (Sanders, 1969; Tollinger, 1970/1971). More detailed explanation is given to Revised Bloom's Taxonomy (Anderson & Krathwohl, 2001) with an emphasis on deeper approaching to conceptual geographical knowledge (key concepts and key ideas of geography). Fourth chapter aims to synthesize the selected theoretical approaches already discussed and their application in geography teaching. This synthesis is realized through the so-called complex geographical tasks that present one of instruments, which help students practise a deeper understanding of geographical topics. The conception of this sort of tasks is explained and commented examples are presented. General conclusions and recommendations for designing and evaluating of learning tasks in geography teaching are presented in the last chapter. Four appendices comprise previously published examples of tasks and frames of reference, which we excluded from the main text due to their extension.

Resumo Esse artigo trata do papel da geografia nas missões universitárias francesas no Brasil nos anos 30, consideradas fundamentais para o desenvolvimento das universidades locais, enfocando especialmente o trabalho do geógrafo Pierre Deffontaines. Cruzando fontes primárias francesas e brasileiras, e comparando os trabalhos existentes sobre esses assuntos produzidos na França e no Brasil por historiadores e por geógrafos, investigamos as redes intelectuais daquela época e sobre os assuntos culturais, políticos e didáticos desse exemplo de circulação internacional do saber. Avaliamos a eficácia, na universidade e na sociedade brasileira, da troca cultural em proveniência da Europa, mas também o enriquecimento da geografia e das ciências humanas a partir das missões universitárias. Palavras-chave: Pierre Deffontaines, Caio Prado Junior, Pierre Monbeig, Associação dos Geógrafos Brasileiros, USP, Circulação do saber, Ensino da Geografia. Résumé Cet article analyse le rôle joué par la géographie à l'intérieur des missions universitaires françaises au Brésil des années 1930, considérées fondamentales pour le développement du système éducatif dans ce pays, en se focalisant sur le travail du géographe Pierre Deffontaines. En croisant des sources primaires françaises et brésiliennes et en comparant les travaux existants produits en France et au Brésil, à la fois par des géographes et des historiens, nous interrogeons les documents sur les réseaux intellectuels mis alors en place et sur les enjeux politiques, culturels et didactiques de cet exemple de circulation internationale des savoirs. Il s'agit finalement d'évaluer l'efficacité du transfert culturel en provenance de l'Europe dans l'université et la société brésilienne, ainsi que l'enrichissement qui a pu en résulter pour la géographie et les sciences humaines en France.

İnsan ve mekân arasındaki ilişkileri dağılış (yayılma), ilişki kurma (karşılıklı ilgi/bağlantı),
nedensellik (sebep-sonuç) gibi temel prensiplerle inceleyen coğrafya bilimi, çok disiplinli özelliği sayesinde birçok değer, beceri ve kazanımın öğrencilere aktarılması açısından önemli bir yere sahiptir. Özellikle kendi coğrafyasının önemini bilip, sahip çıkabilen bilinçli nesillerin yetişmesi için coğrafya eğitimi çok önemlidir. Ancak, coğrafyasına sahip çıkabilmenin ön koşulu, yaşadığı coğrafyanın potansiyelini bilen bireyler yetiştirmekten geçmektedir. Dünyanın küresel bir köye dönüştüğü ve özellikle 21.Yüzyılda artık küresel bir köy olmaktan çıkıp küresel haneye dönüştüğü bu çağda coğrafya öğretimindeki birtakım değer ve kazanımların çeşitli materyallerle öğrencilere
kazandırılması çok önemlidir. Coğrafya öğretiminde kullanılacak materyaller, yaşanılan
coğrafyanın öneminin daha iyi anlaşılmasına ve eğitimin kalitesinin arttırılmasına katkı
sağlayarak, öğrenmeyi eğlenceli ve kalıcı hale getirecektir. Bu çalışmada bulut bilişim altyapısına sahip bir WEB CBS uygulaması olan ArcGIS Online teknolojisi ele alınmıştır. ArcGIS Online uygulaması ile oluşturulan örnek WEB uygulamaları ortaöğretim Coğrafya Dersi Öğretim Programında (CDÖP) yer alan beceri, değer ve kazanımlarla ilişkilendirilmiştir. CBS’nin coğrafya öğretiminde önemli kazanım ve başarılar sağlaması, bu konuda hazırlanan çeşitli araştırmalarda da tespit edilmiştir. Bu durum WEB CBS’nin basit, kolay ve uygulanabilir altyapısıyla çok daha hızlı gerçekleşebilir. WEB CBS’nin coğrafya öğretiminde kullanılmasıyla coğrafya dersi öğrencilerin ilgi ve merakını arttırıp daha zevkli hale gelebilir. Ayrıca WEB CBS, analitik, eleştirel ve mekânsal düşünebilen bireylerin yetişmesine imkân tanıyıp CDÖP’te belirtilen birçok beceri, değer ve kazanımların öğrencilere aktarılmasını sağlayarak anlamlı ve kalıcı öğrenmeleri oluşturabilir.

A interdisciplinaridade surge como uma das respostas à necessidade do conhecimento formal conciliar conceitos pertencentes às diversas áreas dos saberes. No processo de ensino-aprendizagem em Geografia, juntamente aos saberes geográfico podem-se trabalhar conteúdos de história, literatura e demais áreas, devido à amplitude de conhecimentos necessários ao entendimento do espaço geográfico. Destarte, a interdisciplinaridade é competência importante dentro da metodologia para o desempenho da construção de conhecimentos para a ampliação da visão de mundo do alunado. Pensando assim, o presente artigo busca abordar as contribuições e experiências do PIBID Interdisciplinar (UERN/CAPES) para a construção do discente de geografia e demais cursos superiores que estão inseridos nessa proposta, que tem como característica a união de conhecimentos a partir das experiências e construtos acadêmicos de cada discente em seu campo de ação. Para tanto, faz-se a relação Interdisciplinaridade e a Ciência Geográfica, abordando seu conceito e aspecto histórico, bem como mostrando a experiência na participação do subprojeto PIBID interdisciplinar.

Sussidiari, manuali, carte e atlanti scolastici costituiscono un materiale molto importante per lo studio dell’evoluzione della didattica della Geografia e dell’educazione geografica. La loro analisi si inserisce in un filone di studi più ampio, che indaga la cultura scolastica come aspetto della relazione fra sapere accademico e cultura popolare. Da un lato, si inserisce in un percorso di ricostruzione dell’istituzionalizzazione della Geografia nelle scuole e nelle università, e passa attraverso la sua legittimazione come sapere funzionale a obiettivi politici, ideologici, culturali e sociali. Dall’altro lato permette di riconoscere il ruolo avuto dal pensiero geografico nella società italiana come strumento di costruzione identitaria della nazione e del suo patrimonio territoriale, come narrazione valoriale dei suoi luoghi, delle sue regioni e dei suoi paesaggi, come rappresentazione del mondo e delle sue relazioni dotata di un forte potere simbolico e persuasivo. La cartografia e le immagini risultano in questo contesto delle fonti fondamentali per ricostruire non solo gli aspetti metodologici ma anche immaginari, stereotipi e costruzioni identitarie.
Il libro nasce nell’ambito del progetto di ricerca “Atlanti e manuali di geografia, dal passato di carta al futuro digitale”, finanziato nel 2017 dal Settore Promozione dei beni librari e archivistici, editoria e istituti culturali della Regione Piemonte, che ha consentito di digitalizzare oltre 5000 pagine e di inventariare, studiare e schedare oltre 200 materiali, presenti nella biblioteca della Fondazione Tancredi di Barolo di Torino.
L’obiettivo primario della pubblicazione è quello di presentare questo materiale, pubblicato fra Otto e Novecento e relativo alla Geografia, evidenziandone il valore e suggerendo le piste di ricerca attraverso le quali indagarlo.  In particolare, si pone attenzione al ruolo delle illustrazioni e delle carte nella formazione dell’immaginario geografico: una svolta visuale che inizia a fine Ottocento e che diventerà un aspetto rilevante, ma poco approfondito, della manualistica scolastica.

The entry begins with a definition of geography and with a description of what the discipline shares with the other social sciences and what makes it distinctive among them. Terminological clarifications are provided with regard to the relationship between human geography and physical geography, and between human geography and urban geography. After a brief history and overview of human geography’s engagement with social theory, the entry offers a discussion of the politicization of contemporary human geography and of how this phenomenon is reflected in theory building and concept development.
DOI: https://doi.org/10.1002/9781118430873.est0464

Virtual reality represents simulated three-dimensional environment created by hardware and software, which providing realistic experience and possibility of interaction to the end-user. Benefits provided by immersive virtual reality in educational setting were recognised in the past decades, however mass application was left out due to the lack of development and high price. Intensive development of new platforms and virtual reality devices in the last few years started up with Oculus Rift, and subsequently accelerated in the year 2014 by occurrence of Google Cardboard. Nowadays, for the first time in history, immersive virtual reality is available to millions of people. In the mid 2015 Google commenced developing Expeditions Pioneer Program aiming to massively utilise the Google Cardboard platform in education. Expeditions and other VR apps can enhance geography teaching and learning. Realistic experience acquired by utilisation of virtual reality in teaching process significantly ...

"""RESUMEN: El objeto de este trabajo consiste en avanzar en el desarrollo metodológico del aprendizaje basado en problemas y en su aplicación didáctica en las áreas afines a las Ciencias Sociales. En este caso, la propuesta atañe a la formación
superior en Geografía. Para ello, antes que nada, conviene precisar las similitudes y diferencias con otros tipos de aprendizaje cuya propuesta se relacione con los problemas. Asimismo, conviene destacar las peculiaridades que convergen en la puesta en práctica de esta metodología, esto es, necesita unas determinadas condiciones del escenario educativo. Así, parece obvio que entre docente y alumno se establezca una
peculiar dialéctica en el mencionado escenario, siendo el docente un mediador del proceso de aprendizaje. En este sentido, los postulados psicopedagógicos, que promueven y sustentan este método de trabajo, así como las técnicas empleadas para dinamizar los grupos de trabajo, resultan ser claves para el éxito. Con todo ello, tanto la selección de unos escenarios geográficos idóneos como el pautado en establecer las fases de desarrollo más apropiado para el alumnado constituyen el entramado didáctico medular para alcanzar los objetivos propuestos.
Palabras-clave: Aprendizaje basado en problemas, ABP, análisis geográfico.

ABSTRACT: This paper aims at making some progress on the methodological development of the Problem-Based Learning and its didactic application to Social Sciences-related areas of  knowledge. In this proposal is Higher Education Training in
Geography precisely concerned. Therefore, the similarities and differencies to other types of learning techniques should be identified, above all, those which are somehow related to problem solving. Besides, it is important to highlight the singularities converging in the carrying out of such a methodology; that is to say, some specific conditions of the educational setting should be met. Thus, it seems evident that a
particular dialectics between teacher and student is fostered in that setting, the teacher acting as a facilitator in the learning process. In this respect, the psychopedagogic theories encouraging and supporting this working method are the key to success, as well as those techniques used to make the working group activity more dynamic. Taking all these into account, not only the selection of suitable geographical settings represents the
core didactic framework to reach the foreseen goals, but also the guidelines to fix the development stages that best suit the alumni.
Key-words: Problem-Based Learning, PBL, Geographical Analysis."""

The physical-human dichotomy in geography is long standing, revolving around the topics studied and outlooks adopted by the two groups of geographers. Three reasons are identified for its continuation—the present structure of academic geography , constrained interactions between physical and human geographers, and their publication strategies. Critics suggest that physical and human geography have become divergent strains because the physical environment has been accorded little relevance in human geographic studies, also putting forward the failure of physical geographers to integrate the human influence on physical processes and neglecting space in their studies. Citing examples, this paper argues that physical and human geography influence each other. It also demonstrates that physical geographers have sufficiently considered both space and time, and even space-time, through the concepts of scale and ergodicity. Some measures have been proposed to resuscitate the links between these two branches. These are reconnecting university and school geography, merging departments, teaching courses on geographical philosophies and theory building, engaging in integrative discourses, innovative classroom strategies , joint fieldwork, using geoinformatics, and conducting collaborative research. The paper concludes that physical and human geographers must communicate with each other more and engage in cross-disciplinary studies. Otherwise, they might undermine their responsibilities as geographers and spatial thinkers/analysts.

— The quality of the educational system of any given country depends largely on the quality of Teacher education. For this quality to be realized, it is important to constantly monitor the stages (theoretical, teaching practice, research project) involved in teacher education. This study sought to investigate the influence of teaching practice on the effectiveness of geography teaching in secondary schools in Anglophone Cameroon. It was carried out within the Menchum and Fako Divisions of the North West and South West regions of Cameroon. This research had as population size, some 1444 geography teachers and all their students drawn from all government secondary schools within these two regions. Teachers' sample population was gotten through the use of purposive sampling method while that of students was gotten through the use of simple random sampling. Respondents were expected to fill in closed ended questionnaire items. Data collected were reported using frequency tables and proportions while Logistic Regression Model was used to predict the effect level of influence of teaching practice on geography teachers' teaching effectiveness. This effectiveness was assessed based on one factor thatis supervision of teaching practice. It was realized that the supervision of teaching alone cannot effectively predict teachers' effectiveness. Based on this finding, it was recommended that more emphasis during teacher training should be laid on subject matter mastery by student-teachers. Also, some form of financial incentives should be given to student-teachers. Finally, a thorough screening exercise should be done in the selection of supervisors and Cooperating teachers to ensure that only the most qualified are assigned to guide and supervise student-teachers.

In recent years, the rapid development of technologies of augmented and virtual reality created new opportunities for the improvement and modernization of geography teaching. Numerous studies indicated that these technologies could positively affect learning outcomes and student motivation. However, actual use in schools is limited, and integration is hampered by several open issues, as well as there is a lack of examples of good practice. Based on a literature review, the results of two conducted surveys in the Republic of Serbia (in which 106 teachers and 48 students of geography took part), and an analysis of the situation, a SWOT analysis was performed to highlight the strengths and weaknesses, as well as the opportunities and threats of including augmented and virtual reality in geography teaching and learning at all levels of education. The paper also included the proposal of integration.

Ubrzan razvoj tehnologija proširene (engl. Augmented reality - AR) i virtuelne (engl. Virtual reality - VR) realnosti u poslednjih nekoliko godina stvorio je nove mogućnosti za unapređenje i osavremenjavanje nastave geografije. Brojna istraživanja ukazuju da ove tehnologije mogu pozitivno uticati na ishode učenja i motivisanost učenika. Međutim, primena u školama je ograničena i integracija je otežana zbog postojanja više otvorenih pitanja, kao i nedostatka primera dobre prakse. Na osnovu pregleda literature, rezultata dva istraživanja sprovedena u Republici Srbiji (u kojima je učestvovalo 106 nastavnika i 48 studenata geografije) i analizom stanja urađena je SWOT analiza kako bi se istakle prednosti i slabosti, kao i mogućnosti i opasnosti uključivanja proširene i virtuelne realnosti u nastavu i učenje geografije na svim nivoima obrazovanja. U radu je naveden i predlog integracije.

How to cite:

Stojšić, I., Ivkov-Džigurski, A., Đukičin Vučković, S. & Maričić, O. (2019). Primena proširene i virtuelne realnosti u nastavi geografije: SWOT analiza i predlog integracije [The use of augmented and virtual reality for geography teaching: Swot analysis and integration proposal]. In É. Borsos, R. Horák, C. Kovács, & Z. Námesztovszki (Eds.), Book of selected papers of the Hungarian Language Teacher Training Faculty´s scientific conferences (Mobility) - 8th International Methodological Conference (pp. 509-523). Subotica, Republic of Serbia: Univesity of Novi Sad, Hungarian Language Teacher Training Faculty. Retrieved from http://magister.uns.ac.rs/files/kiadvanyok/konf2019/ConfSubotica2019.pdf

Resumo: Esta pesquisa, realizada na Escola Municipal Noêmia Alaver Garcia Malanga, na região oeste de Londrina, teve como objetivo principal propor e aplicar novas práticas no ensino fundamental I, referentes à disciplina de Geografia. Os objetivos específicos foram observar as aulas de Geografia ministradas na mesma escola e apresentar novas práticas a partir da Pedagogia de Projetos com literatura, pintura, maquetes, mapas temáticos, vídeos, entre outros. O intuito da pesquisadora foi levar em consideração o desenvolvimento infantil a partir da realidade dos alunos da escola, expostos a riscos e a níveis significativos de desagregação social, e motivar os mesmos ao processo de ensino-aprendizagem, no caso de Geografia, através da afetividade escolar, utilizando os seguites pensadores: Piaget, Wallon e Wygotsky. A pesquisadora inicia o trabalho com um histórico sobre o ensino de Geografia no Brasil no ensino fundamental I, desde os jesuítas até a atualidade. Ainda neste capítulo evidencia a função e a importância dos Parâmetros Curriculares Nacionais (Geografia), da Interdisciplinaridade e da Afetividade como bons componentes para o processo de ensino-aprendizagem de Geografia. No capítulo 3, a pesquisadora caracteriza a escola escolhida para se realizar a pesquisa, justifica a razão desta ser um “lugar” para a mesma e relata sobre sua observação nas aulas de Geografia. No capítulo 4, a pesquisadora aprofunda o texto sobre a Pedagogia de Projetos e explica como desenvolveu cada projeto no ensino fundamental I. Uma pesquisa turbulenta, visto as dificuldades encontradas na escola pública, como a grande quantidade de alunos por sala e a escassez de recursos, por exemplo, os tecnológicos. Todavia, uma aventura que mudou o cenário da escola e que motivou não apenas os alunos, como toda equipe pedagógica para o ato de aprender.

Abstract: This research, conducted at the Municipal School Noêmia Alaver Garcia Malanga, in the western region of Londrina, aimed to propose and implement new practices in elementary school, relating to the discipline of Geography. The specific objectives of Geography lessons taught in the same school were observed and present new practices from the Project Pedagogy with literature, painting, models, thematic maps, videos, and more. The purpose of the researcher was to take into consideration the child’s development from the reality of the students exposed to the risks and significant levels of social breakdown, and motivate ourselves to the teaching-learning process in the case of Geography, through affectivity school, using the Wikinews’s sibling thinkers: Piaget, Wallon and Wygotsky. The researcher begins with a historical work on the teaching of Geography in elementary school in Brazil, from the Jesuits to the present. Although this chapter highlights the role and importance of the National Curriculum Parameters (Geography), and the Interdisciplinary Affective as good components for the teaching and learning of Geography. In chapter 3, the researcher characterizes the chosen school to conduct the research justifies the reason for this being a “place” for the same, and reports on its observation in geography lessons. In Chapter 4, the researcher deepens the text on the Project Pedagogy and explains how each project developed in elementary school I. A turbulent research, seen the difficulties encountered in public school, as the large amount of students per class and resource scarcity for example, in technology. However, an adventure that changed the landscape of school and not only that motivated students, like all teaching staff for the act of learning.

The Geopolitics of teaching done in high school in geography discipline is often not working optimally and end up becoming content before facing the historical side of that geographical. With this, you need the teacher to use new means to teaching and student learning. In this perspective, the work is mainly focused propose the use of sport as a helper tool in teaching Geopolitics. By this, a workshop with students of the 3rd year of high school using sport as exemplification of basic use of Geopolitics held throughout history and today was held. It was observed that through sports the student can verify the importance of major sporting events for the host country and the participants not only aimed at the entertainment side but to the policy side. Students understand that the number of medals and achievements reflect the geopolitical interests and are often used as ways to compete against rival geopolitical country.

The single most important statement that can be made with regard to the logical status of human and physical geographical reasoning is that it belongs to the class of non-monotonic reasoning. In other words,  geographical reasoning is defeasible (i.e. earlier drawn conclusions can be defeated by the addition of new facts, some of which are generated by the very application of our ideas outside academe) and non-demonstrative (i.e. our beliefs about reality cannot be demonstrated once and for ever; we must do with building provisional arguments based on the current weight of the evidence, which itself changes with the times). Indeed, unlike mathematics, which is a closed world of formalisms that relies heavily on deduction, demonstration, and proof, geography studies and attempts to improve the real, messy world out there. Because that wild, unruly world is always in a process of becoming, the conclusions drawn yesterday may have to be abandoned today, and so on, without end in sight. The core virtue of geographical reasoning is not certainty, but adaptability. As the world changes, so do geography’s entertained beliefs about how to improve it. The point we are trying to make is that an alternative window into the nature of geographical reasoning, besides the one provided by the discipline’s key concepts, offers an opening toward the more subtle problematic of the mechanisms by which the updating of geographical beliefs operate.

Virtual reality represents simulated three-dimensional environment created by hardware and software, which providing realistic experience and possibility of interaction to the end-user. Benefits provided by immersive virtual reality in educational setting were recognised in the past decades, however mass application was left out due to the lack of development and high price. Intensive development of new platforms and virtual reality devices in the last few years started up with Oculus Rift, and subsequently accelerated in the year 2014 by occurrence of Google Cardboard. Nowadays, for the first time in history, immersive virtual reality is available to millions of people. In the mid 2015 Google commenced developing Expeditions Pioneer Program aiming to massively utilise the Google Cardboard platform in education. Expeditions and other VR apps can enhance geography teaching and learning. Realistic experience acquired by utilisation of virtual reality in teaching process significantly overcome possibilities provided by images and illustrations in the textbook. Besides literature review on usage of virtual reality in education this paper presents suggestion of VR mobile apps that can be used together with the Google Cardboard head mounted displays (HMDs) in geography classes, thereby emphasising advantages and disadvantages as well as possible obstacles which may occur in introducing the immersive virtual reality in the educational process.

2006-2017 tarihleri arasında Sosyal Bilgiler Eğitimi alanında coğrafya konuları üzerine yapılmış yüksek lisans ve doktora tezlerinin incelenerek lisansüstü araştırma eğilimlerinin belirlenmesi araştırmanın amacını oluşturmaktadır. Çalışmanın bir diğer amacı ise 2000-2017 yılları arasında sosyal bilgilerde coğrafya konuları üzerine yapılmış lisansüstü tezlerin kronolojik bir bibliyografyasını oluşturmaktır. Araştırmada tarama modeline dayalı Nitel Araştırma deseni kullanılmıştır. Lisansüstü tezlere Yükseköğretim Kurulu'nun (YÖK) " Ulusal Tez Merkezi " adlı internet veri tabanından taranarak ulaşılmıştır. Ulaşılan tezler İçerik Analizi tekniği ile incelenmiştir. Araştırma sonucunda Sosyal Bilgiler eğitimi alanında coğrafya konuları üzerine yapılmış 70 lisansüstü teze ulaşılmış, bunların 57'si yüksek lisans, 13'ü ise Doktora tezidir. En fazla lisansüstü tezlerin Gazi, Marmara ve Atatürk üniversitelerinde yapıldığı; ele alınan konuların ağırlıklı olarak Kavram Öğretimi, Öğrenme-Öğretme Süreci ile Yöntem ve Teknikler olduğu; büyük çoğunluğunun Nicel Araştırma yaklaşımı ile desenlendiği ve buna bağlı olarak da en fazla Tarama ve Deneme modellerinin kullanıldığı tespit edilmiştir. Konuya ilişkin bibliyografya oluşturma amacıyla ise 84 lisansüstü teze ulaşılmıştır.

Determining the graduate research tendencies by examining the master’s and doctorate theses on the geography
subjects in the field of social studies between the years 2006-2017 within these theses constitutes the aim of this
research. Another aim of the work is to create a chronological bibliography of graduate theses written on
geography topics in social studies between the years 2000-2017.
Qualitative research design based on survey model was used in the study. The graduate theses were searched on
the internet databases of National Thesis Center of the Council of Higher Education (YÖK). The accessed theses
were examined with the content analysis technique. As a result of this study, it was accessed 70 graduate theses
on geography subjects in the field of social studies education. Of them, 57 were master’s thesis and 13 were
doctorate thesis. Most of the graduate theses were prepared at universities of Gazi, Marmara and Atatürk. The
subjects covered consisted mainly of Concept Teaching, Learning-Teaching Process, Methods and Techniques.
A great majority of them were designed with Quantitative Research approach. Accordingly, survey and
experiment models were mostly used. In addition to these, Achievement Test and Questionnaire (Likert-Type
Scale) were mostly used as the data collection tool. Predictive Analysis was used as the data analysis method.

This research aims to evaluate the geographical knowledge of nine teachers in the region of Valparaiso, Chile. An interpretive case study was conducted with data collected through classroom observations, interviews, and questionnaires, and these data were then analyzed through triangulation. The findings showed that these teachers, who are the most qualified within the region's context, consider geography to be marginal knowledge in the school curriculum, although they also consider it relevant to the education of their pupils. Both elements provided evidence of the fragility of their geographical knowledge, which fell within a spectrum that combines expert knowledge and lay knowledge.

Drawing on recent thorough-going debates on 'geographies of peace', this paper addresses the experience of the French geographer Paul Dupuy (1856-1948) and his daughter, Marie-Thérèse Maurette (1890-1989), in the Geneva International School between 1924 and 1948. Working with primary sources, I reconstruct their teaching of 'synthetic geography' and 'international culture', which aimed to establish didactic methods for peace education employing current geopolitical issues. I discuss this early experience in geographies of peace in order to put it in its historical and international contexts and to give a contribution to present geographies and geopolitics of peace, by underscoring the importance of internationalism and voluntarism. The main arguments of this study are the importance of multilingualism and cosmopolitan mentality, and the problems that politically committed geographies often found with institutions and 'national schools': the context of Dupuy's and Maurette's teaching was completely exterior to academia and marked by a strong voluntarism. In this, it joined former examples of extra-institutional and engagé geographical networks, like those of the anarchist geographers Reclus and Kropotkin and of anarchist education, a tradition which played a role in inspiring Paul Dupuy's works.

ÖZET
Coğrafya, insan- mekân etkileşimine dayalı multidisipliner bir bilim olup birçok alt bilim dalından oluşmaktadır. Bu alt bilim dallarından biri de jeomorfoloji, başka bir ifadeyle yeryüzü şekilleri bilimidir. Bu çalışmanın amacı da Sosyal Bilgiler Öğretmen adaylarının genel fiziki coğrafya dersi kapsamında yer alan jeomorfoloji ünitesiyle ilgili bazı kavramları algılama düzeylerini belirlemek ve bu konuyla ilgili olası kavram yanılgılarını saptamaktır. Araştırma 2011- 2012 eğitim öğretim yılında Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi İlköğretim Sosyal Bilgiler öğretmenliği II., III. ve IV. sınıfta öğrenim gören 100 (60 erkek, 40 kadın) öğrenci üzerinden yürütülmüştür. Araştırmada veri toplama aracı olarak, jeomorfoloji ünitesiyle ilgili on beş (15) kavramı kapsayan açık uçlu sorulardan oluşan yarı yapılandırılmış bir anket uygulanmıştır. Araştırmada kullanılan veriler nitel araştırma teknikleri kullanılarak analiz edilmiştir. Öğrencilerin ankete vermiş oldukları cevaplar dört (4) kategoriye göre numaralandırılmış, frekans ve yüzdeleri tablolaştırılarak anlama düzeyleri belirlenmiş ve öğrencilerin kavram yanılgıları da tespit edilmeye çalışılmıştır. Ayrıca öğrencilerin kavramları anlama düzeyleri ve kavram yanılgıları ile öğrencilerin öğrenim gördükleri sınıf düzeyi, cinsiyet, mezun oldukları lise türü ve lise diploma başarı düzeyleri gibi değişkenlerle ne tür bir bağıntı oluşturduğu belirlenmeye çalışılmıştır. Analizlerden elde edilen sonuçlara göre jeomorfoloji ünitesiyle ilgili olarak, öğrencilerin kavramları anlama düzeyinin düşük olduğu ve sıklıkla kavramsal yanılgıya düştükleri tespit edilmiştir.
Anahtar Kelimeler: Coğrafya, jeomorfoloji, kavram öğretimi, kavram yanılgıları, coğrafya öğretimi
ABSTRACT
Geography that is a multidisciplinary science based on the human- space interaction consists of several sub-disciplines. Geomorphology is one of the sub-disciplines, in other words, it is the science of landforms. The objective of this study is to determine of Social Studies Teacher Candidates’ levels of conceptions related to geomorphology unit within the scope of the general physical geography course and to establish misconceptions about this theme. The research was conducted on 100 undergraduate students (60 males, 40 females) in the II, III and IVth year at Dicle University Ziya Gokalp Education Faculty at the department of Elementary Social Studies Teaching in 2011 - 2012 academic year. As a data collection tool, a semi-structured questionnaire consisting of open-ended questions covering fifteen (15) concepts about geomorphology unit was carried out. The data were analyzed using qualitative research techniques. Students’ responses to the questionnaire were enumerated by four (4) categories, frequency and percentages of the conception level in tables were determined, and students' misconceptions were tried to determine. In addition, what kind of correlation between students' level of understanding of the conceptions and misconceptions with variables such as their class level, gender, type of high school they graduated, and success levels of high school diploma were tried to determine. According to the results of analyses in relation to geomorphology unit, it was established that students had low level of understanding of concepts, and they were often mistaken conceptually.
Keywords: Geography, geomorphology, concept teaching, misconceptions, teaching geography

Muitos são os desafios dos educadores recém-formados. No ensino de ciências humanas, uma das dificuldades atuais é lidar com o excesso de informações disponíveis em meio digitais, por vezes mais "atrativas" para as crianças e adolescentes. No ensino público as barreiras são mais delicadas, que podem ir desde um ambiente doméstico desfavorável, até o baixo repertório de conteúdos fundamentais entre discentes. O estudo sobre a América Latina no Ensino Básico é diretamente afetado, uma vez que poucos brasileiros conhecem a história e as dinâmicas da região, sendo um conteúdo pouco acessível à maioria dos estudantes de escola pública. Este artigo visa apresentar e analisar a realização da Feira de Conhecimentos sobre América Latina, vinculada ao Departamento de Geografia da Universidade Federal da Bahia, ressaltando a importância de conceitos da Educação como autonomia e epistemologia da prática para formação docente. A partir da documentação das quatro etapas de realização do projeto e da análise a partir de conceitos da Educação e do Ensino em Geografia foi possível evidenciar a importância da elaboração conjunta, entre educadores e educandos, de práticas pedagógicas ancoradas na interdisciplinaridade e em múltiplas linguagens, a fim de tornar a educação geográfica sobre América Latina mais adequada à cotidianidade dos diversos ambientes de ensino-aprendizagem possíveis.

Children learn about and are socialized into national and ethnic identities through a variety of channels, which can but need not be explicitly nationalistic in character. Most research examining how national identities are transmitted to youth in schools focus on overt messages teaching what scholars call “hot” or “blatant” nationalism, such as those found in history textbooks and official commemorations. Yet, children in school are exposed to a variety of more subtle messages about the nation through other venues, such as geography, music, and arts lessons, as well as discussions about current events such as sports competitions, the environment, tourism, and popular culture. This chapter focuses on how youth are taught about ethnic and national identity from subjects and discussions that presumably provide a non-national perspective, by examining geography and nature and society textbooks for primary school in Croatia and Serbia. My findings suggest research should pay more attention to nationalism sites such as geography education, as the environment, tourism, and sports and music successes can provide youth important beyond-ethnic ideas about their national identity.

The aim of this study is to determine the social media usage habits and motivations of the student groupsselected by easy sampling in Nevşehir Hacı Bektaş Veli University in 2018 -2019 academic year and to determinewhether the Geography teacher candidates have modern methods and techniques in Geography education is aresearch in the general survey model based on quantitative data and the relational survey model. Research  population, Nevşehir Hacı Bektaş Veli University Geography
students (1st and 2nd grade) studying in Faculty of Arts and Sciences in 2018-2019 academic year, Social Studies teacher candidates (2nd and 3rd grade) studyingin Faculty of Education and students of the Faculty of Arts and Sciences (3rd grade). The sample of the study wasapplied to 190 students selected by simple sampling. In this study, social media usage habits and motivations ofstudents who continue their ed  ucation in different departments of Nevşehir Hacı Bektaş Veli University were
tried to be determined. In the research, reliability, frequency analysis, T-test and One-way ANOVA tests wereused to determine the social media usage habits and motivation levels of the students. As a result of thereliability analysis, Cronbach Alpha (a) value was measured as 0.937 and the scale used was found to be reliable. 1990
In the study, the answers given to the M21, M22 and M42 questions in the t-test were also evaluated in order totest whether the prospective Geography teacher candidates have knowledge of contemporary methods andtechniques in Geography education. As a result of the t-test, both the social media usage habit and motivation ofthe male participants and the knowledge of contemporary methods and techniques in Geography educationwere higher than the female participants. The scale was prepared by Balcı and Ayhan (2007) in order  to determine the motivations of internet use and was applied by İçirgin (2018) in a mas ter thesis. Internetexpressions in the scale items were translated as social media

Keywords: Nevşehir University, Geography education, Social media, Motivation, Habit.

"El objeto de este trabajo consiste en determinar los tipos de conceptos que se adquieren a través de la enseñanza. Para ello, se caracterizan los conceptos científicos de los espontáneos, según Vigotsky, y se definen aquellos que son propios de la Geografía y que se desarrollan en el currículo. Por tanto, estos conceptos curriculares podrían ser considerados básicos de la enseñanza y, por tanto, exigen un tratamiento metodológico específico. Una vez caracterizados los conceptos, se propone una estrategia metodológica para desarrollarlo en el proceso de enseñanza-aprendizaje. Esta estrategia es el aprendizaje basado en problemas, que exige unas pautas precisas y un escenario educativo adecuado para un desarrollo afín a sus objetivos. Además, el Aprendizaje basado en Problemas integra los principios psicopedagógicos que promueven este enfoque metodológico, apoyado en la autonomía individual, el trabajo en grupo colaborativo y cooperativo y en el papel mediador del docente

Palabras clave
conceptos geográficos; aprendizaje basado en problemas; ABP; escenario geográfico"

"Resumen
En este trabajo se plantean las diversas dificultades que el desarrollo curricular del paisaje encuentra en la práctica docente. El principal escollo se localiza en la imprecisión curricular, pues el paisaje forma parte de diversas disciplinas. Este hecho conduce a un estudio del paisaje desde distintas perspectivas epistemológicas. Sin embargo, esta caleidoscópica visión, antes que ser una dificultad, podría convertirse en una ventaja. Así, las diversas miradas del paisaje podrían conjugarse bajo un mismo enfoque interdisciplinar. Ahora bien, si no se llegara a alcanzar este mismo enfoque metodológico, debiéramos encontrar otras alternativas didácticas para el estudio del paisaje. Estas estrategias didácticas podrían centrarse en definir los elementos curriculares, o bien, algunos otros aspectos relativos a la formación para toda la vida. En este sentido, el conocimiento y la valoración del paisaje constituirían los pasos previos para el fomento de la formación ciudadana y personal del alumnado.

Palabras clave: Paisaje, currículo, competencias, valoración del paisaje.

Abstract
This paper is focused on the difficulties encountered when developing the matter of Landscape in the curriculum and in the teaching praxis. The main hindrance is come across in the curricular ambiguity, since the Landscape is interwoven into several disciplines. This fact leads to the need to conduct a study of Landscape from several epistemological viewpoints. Nevertheless, this kaleidoscopic perspective may become an advantage rather than represent a difficulty. Therefore, the various glances at the Landscape could merge into the same interdisciplinary approach. Should this convergent approach not be attained, we are then forced to find other didactic options for the study of the Landscape. These didactic strategies may be targeted at defining the curricular contents or some other items linked to the long-life training. In this respect, both knowledge and assessment of the Landscape would represent the former steps in fostering the student’s education as a citizen and as an individual.

Keywords: Landscape, Core Curriculum, Key Competences, Landscape Assessment."

A pesquisa tem como objetivo central compreender as cadeias de equivalência e de diferença que produzem permanências e mudanças nos documentos curriculares oficiais de Geografia dos anos iniciais de escolarização – que no Brasil correspondem do 1o ao 5o ano do Ensino Fundamental – produzidos nas esferas de poder federal, estadual (São Paulo) e municipal (Campinas) em três tempos/contextos distintos: i) final dos anos 80; ii) meados e final dos anos 90 e; iii) década de 2010. Identificamos que os documentos curriculares produzidos nesses três diferentes " espaçostempos " , embora se enunciem como novas propostas e concepções de uma geografia escolar capazes de responder às mudanças sócio-espaciais de seus respectivos tempos, nunca abandonaram totalmente as concepções já estabelecidas na tradição da geografia escolar, sejam elas mais arraigadas no campo do saber geográfico ou no educacional. Assim, novos discursos, roupagens ou traduções são apresentados para velhas questões desse campo disciplinar, num processo de bricolagem em que alguns discursos são recontextualizados, outros são hibridizados, e aqueles, aparentemente antagônicos, são interditados. Concluímos, ainda que parcialmente, que esses documentos correspondem cada qual ao seu tempo e em seu conjunto na atualidade em um mosaico textual normativo que, ao mesmo tempo em que conflitam entre si por definição de hegemonia discursiva, também compartilham de discursos equivalentes e continuam presentes nas práticas curriculares dos docentes. ABSTRACT: The research’s main goal is to understand the equivalence and difference chains that bring about changes and continuities to Geography’s official curriculum documents for the early years of schooling - which, in Brazil, are comprised of the 1st and 5th grades of “Elementary School - that are developed at the federal, state (São Paulo) and municipal (Campinas) spheres of power, in three different times/contexts: i) 1980’s; ii) mid to 1990’s and; iii) the decade of 2010. We identified that the curriculum documents developed in these three distinct “spacetimes” even though they enunciate themselves as new proposals and notions regarding school geography that are capable to deal with the socio-spatial changes of their respective times, they never fully abandon previously established notions by traditional school geography, with them being rooted either in geographical or educational knowledge. Thus, new discourses, makeovers or translations are presented to old inquiries of this disciplinary field, in a bricolaging process through which some discourses are recontextualized, others are hybridized, and those that are apparently antagonistic, are supressed. In conclusion, even though only partially, these documents are each in agreement with their own time and their set od established notions today in a normative textual mosaic that simultaneously compete with each other to define discoursive hegemony, and share equivalent discourses and continue to be present in teachers’ curricular practices.

The relationship between maps and literature has long been debated from both narrative and geographical perspectives. At the core of this contribution are so-called reader generated mappings, mapping practices performed after the reading of a literary text. The aim of this article is to suggest possible didactic directions for teaching geography through geo-visualisations based on the reading of literary texts. In particular, this research draws from the results of a literary mapping workshop attended by students during an introductory human geography course at the University of Padua (Italy). Focusing on one of the literary mappings performed by the students, namely the mapping of a short story written by the Italian writer Mario Rigoni Stern, a deductive process is used to understand the possible future potentialities of literary mapping in didactics. Analysing the students' literary maps, this article aims to direct attention to literary mapping practices as constellations of learning moments to exploit. The reading of the text, the envisioning and creation of the map are here explored as the steps of a complex practice capable of visually developing geographical knowledge.

– Este texto tem por objetivo retomar o debate em torno da importância do ensino de geografia como disciplina escolar na Educação Básica brasileira. Defendemos que essa disciplina escolar tem um papel importante na formação do cidadão crítico reflexivo ao possibilitar aos escolares a compreensão da espacialidade dos fenômenos, de modo que possam operar os conhecimentos geográficos em suas vidas cotidianas e produzir práticas espaciais insurgentes. This text aims to retake the debate on the importance of teaching geography as a school subject in Brazilian Basic Education. We argue that this school subject plays an important role in shaping the critical thinking individual by enabling schoolchildren to understand the spatiality of phenomena so that they can operate geographic knowledge in their daily lives and produce insurgent spatial practices.

This paper addresses the issue of how to teach anarchist geographies, as discussed by the current literature in this field. To this end, I analyse an exceptional archival source, i.e., the notes taken by a student of anarchist geographer Elisée Reclus during the classes that Reclus gave at the New University in Brussels. These notes are the only surviving document able to shed light on the short teaching experience Reclus had at the end of his career (1894-1905). Drawing upon Benedict Anderson's notions of " anti-colonial imagination " and of different " frameworks of comparison " , I show how Reclus tried to perform an anarchist geographical teaching by simultaneously embracing empathy toward cultural differences and universal feelings of justice and international solidarity. Therefore, he taught a non-statist geography by showing his students what James Scott calls " the art of not being governed " , addressing the examples of the egalitarian traditions of some non-European peoples, together with their anti-authoritarian and anti-colonial struggles. Finally, I explain how this case can help to elucidate the present-day debates on performing radical teaching approaches inside and outside the academy.

Resumo: Um mapa é constituído de vários ou somente alguns atributos, representados sobre uma superfície bidimensional por meio de linhas, pontos e manchas, cujas ausências e presenças podem revelar ou omitir mundos. Nosso objetivo nesse texto reside em refletir acerca da linguagem (cartográfica) para além dos métodos e técnicas empregados na produção e confecção de mapas, pois partimos do pressuposto de que as escolhas dos cartógrafos, por mais objetivas que sejam, apontam tanto vestígios político-estéticos na maneira de se conceber a produção do conhecimento cartográfico como maneiras de agir no território. A ausência de raciocínios cartográficos em nossas práticas espaciais e visuais cotidianas, característica de nosso contexto cultural brasileiro, sinaliza de algum modo uma tradição em se conceber a Cartografia como um dos ramos do conhecimento que lida com mapas prontos e acabados. Para refletir acerca disso, lançamos mão de autores como Jörn Seemann e Boaventura de Souza Santos, ao considerarem a cartografia como um território de passagem entre as experiências humanas no espaço e a busca de produção de sentidos. Palavras-chave: cartografia escolar, ensino de geografia, geografia cultural, cotidiano, experiência. Disponível em: <http://www.ub.edu/geocrit/b3w-847.htm>.