Archive d’étiquettes pour : Education

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1251 | 24 | Post-pandemic education: The use of technological tools in teaching Geography – GIS and its applicability | Willian Tavares Cerino

The central objective of the work is to identify how the pandemic accelerated changes in education, especially in the geographical field, pointing out the importance of updating the basic education curriculum and introducing technological tools such as the Geographic Information System (GIS). The research focused on Primary Education, an age group of children and adolescents between six and seventeen years. Based on a bibliographic review (content with publications from 2020, when the effects of the pandemic were already visible), the research highlighted four lines of research, which were the methodological bases for the development of the research: LADSON-BILLINGS (2021), ALVES, et al. (2021), RAPANTA, et al. (2021), and DE FREITAS VIEIRA et al. (2020)._x000D_
GIS can provide important tools to collect, analyze, and visualize geographic data, allowing teachers to provide more engaging learning experiences and improving students’ understanding of a more visible reality than that seen in traditional models (typified mainly by textbooks). The fundamental issue is not to exclude textbooks as a teaching tool, but to bring basic education closer to new technologies, reconciling the two methodologies as teaching tools. _x000D_
In conclusion, the first part of the research, focused on the search for theoretical references that served as a basis for the analysis of the changes in education, especially in geography teaching after the covid-19 pandemic, and to identify how GIS can assist teachers in teaching different geographic themes. In a second moment the research will apply questionnaires and interviews to teachers and students, to know the perception of the agents directly involved. The third and last phase of the research will be the implementation of the use of GIS in geography teaching in a low-income community school in the city of Goiânia, Brazil.

Willian Tavares Cerino
Universitat Rovira i Virgili
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1251 | | Educational services in the uncertain time of the COVID-19 pandemic and the future | Emilia Bogacka (1); Jan Hauke (1); Anna Tobolska (1); Justyna Weltrowska (1)

The COVID-19 pandemic has affected the daily lives of all people in the world to different degrees since the beginning of March 2020. This situation and the consequential restrictions, whose aim was to limit the pandemic spread, encourage reflection and research on many aspects of social life. One of the spheres strongly affected by the effects of the pandemic were educational services. By this term, we primarily understand the functioning of primary, secondary and higher education institutions and their direct stakeholders i.e. teachers, school management, university authorities, pupils, students and student’s parents.
The pandemic has remodelled the behaviour, functioning and organization of almost all education and higher education institutions, thereby affecting the lives of numerous families, whose members were associated with the system of educational services. Above all, the execution of the didactic process began taking different forms, forcing different behaviours from the various social groups involved. Before the pandemic, educational services made little use of e-learning methods, whereas they became the only possible teaching and learning tool during the pandemic.
We strongly encourage papers evaluating the behavior, functioning, and organization of different educational institutions and their stakeholders during the pandemic in local, regional, national, and international perspectives. Also, we welcome papers considering the future of education in post-pandemic reality. We welcome presentations in English.

Emilia Bogacka (1); Jan Hauke (1); Anna Tobolska (1); Justyna Weltrowska (1)
(1) Adam Mickiewicz University, Poznań

 
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1249 | | Geography education as an integral part of modern European education – Why do we need Geography? | Ana Pejdo (1); Jadranka Brkiħ-Vejmelka (2)

European educational system in the 21st century is faced with numerous challenges. Notwithstanding the potential Geography has as a standalone school subject on all educational levels there are more and more examples when it is merged with other subjects sometimes losing its main focus; the interconnection between Earth physical characteristics and human impact. If we define geographic approach to understanding the world within two question: where (something happens) and why (it happens there), then Geography interests in respect to numerous other scientific disciplines can be described as understanding interaction of social, physical, technological and political circumstances.Being interdisciplinary in its core, Geography provides teachers with vast array of contemporary teaching methods they can use. If observed on European level the position of Geography is not the same in all countries. There are numerous differences in the number of school hours, the order of themes within curriculum, the portion of extra curriculum activities related to Geography, etc. In some countries Geography is an obligatory subject during primary and secondary school education while in others this is not always the case. In the new Croatian Geography Curriculum, the purpose of studying and teaching Geography is to acquire geographical knowledge and skills, so that students can become competent members of the society, aware of their responsibilities towards the environment and society, respecting sustainable development, actively participating in reinventing a functional spatial organization at different levels, starting locally and going globally.The aim of this section is to compare not only the position of Geography as a school subject in different European countries, but also to introduce and to determine best practices of updating Geography curriculum facing challenges of contemporary world issues such as climate changes, sustainability, energy efficiency, new geopolitical order.   

Ana Pejdo (1); Jadranka Brkiħ-Vejmelka (2)
(1) Department of Geography University of Zadar, (2) Department of Teacher Education Studies in Gospić Universoty of Zadar

 
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1166 | | Exploring the interconnection between geography, waste and power dynamics for sustainable futures | Andrea Guaran (1); Federico Venturini (1)

Waste management is deeply rooted with the current social, economic and political system in several diverse ways. A culture of consumption is promoted, leading to the production of substantial amounts of waste. This is driven by the pursuit of profit, as businesses seek to sell more products and create a constant demand for new goods. Moreover, the costs of waste production and management are often externalized, meaning that they are not fully accounted for in the price of goods and services. This can lead to environmental degradation and negative impacts on communities, as the costs of waste management are passed on to society and the environment. Often neo-colonial dynamics can contribute to waste disposal practices that are inequitable and unsustainable. Finally, waste management is often controlled by companies which may prioritize profit over environmental and social responsibility. This can lead to poor waste management practices and negative impacts on communities and the environment. 

Overall, the current capitalist system is intricately linked to waste management, and this connection can contribute to environmental degradation and social inequities. Looking at these interconnections is critical when seeking to develop more sustainable and equitable waste management practices. 
As the world faces increasing challenges related to waste management, with significant implications for the environment, public health, and social equity, understanding the interconnections between these issues and the power dynamics at play is crucial. Being aware that technology innovation is necessary to improve waste management, the role of political decisions and educational processes are crucial in order to minimise waste production. Geography, with its focus on the interaction between people and environments, is well positioned to address these challenges and propose solutions for sustainable futures. 

In this session, we are seeking original research papers that explore the power dynamics behind waste management with a focus on the role of geography in understanding and addressing these issues. 

We are particularly interested in papers that examine the intersections of waste, power dynamics, and geography in relation (but not limited) to: 

The social and economic impacts of waste production on marginalised communities 

The role of government bodies, civil society and grassroots groups in shaping decisions on waste management 

The power dynamics behind waste management, including the role of economic, political, social, and environmental factors 

The alternative economic and political models for waste management  

The role of the Zero Waste approach for innovations in waste management 

The role of educational processes and training actions to provide adequate responses to waste management The session will be held in English. Selected contributions will be invited to submit to the peer-reviewed journal Documenti Geografici (ANVUR Class A academic journal)

Andrea Guaran (1); Federico Venturini (1)
(1) University of Udine

 
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