Tag Archive for: curriculum

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1249 | 746 | New perspectives in Geography teaching | Ana Pejdo, Jadranka Brkić-Vejmelka


Geography in Croatia is one of the obligatory school subjects in elementary and secondary schools with up to 2 hours per week depending on the school curriculum. Geography provides a spatial perspective, teaches students how to explain patterns and understand processes around the world holistically and provides students with knowledge on how to orientate in time and space. In a series of surveys conducted before, during and after COVID-19 Geography teachers in elementary and secondary schools participated in numerous researches. During the pandemic, teachers acquired new knowledge and used numerous digital platforms. Although during distance teaching they encountered a number of difficulties, especially when they taught topics in the field of physical geography and cartography, Geography teachers managed to achieve the curriculum outcomes and retain communication with all engaged in the educational process

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. The aim of this paper is to analyze if and to what extent teachers improved and/or changed their teaching methods and (digital) tools and what changes occurred in the course of the implementation of the new Geography curriculum in force since 2019.

Ana Pejdo, Jadranka Brkić-Vejmelka
Department of Geography University of Zadar, Department of Teacher Education Studies in Gospić Universoty of Zadar

 
ID Abstract: 746

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1154 | Geography Education and the challenge of the Anthropocene | Tine Béneker (1); Gabriel Bladh (2)

The Anthropocene is a concept and perspective that challenges many foundations in our thinking about the relationships between human society and the planet earth. Findings from Earth Systems Science as well as research by Quaternary Geology Stratigraphers designate the Anthropocene as an ecological and epochal threshold. Humans are profoundly changing the ecology of the planet earth, and have become a geological force. For geographers, the Anthropocene leads to a revisiting and re-evaluation of ideas on human-nature relationships, including those between human and physical geography.  
This has major implications for the school subject Geography. On the one hand, geographical knowledge has profound educational potential to make sense of this day and age as well as to engage in scenario thinking and discuss alternative futures. Thinking geographically can provide the means to explore, interpret and clarify relations and interconnections in the context of a complex world and a dynamic earth system. New attention is being paid to the role of place in pedagogy, more-than-human elements and outdoor education (Lynch & Mannion, 2021). On the other hand, it poses great challenges because the current school curriculum (and practice) is often not (yet) equipped for it: the stability of natural systems is mostly taken for granted, geo-historical writing of the earth and of human mankind are not connected, let alone the implications for discussing sustainable development. A deeper engagement with the Anthropocene from a geographical point of view would include the study of many ’wicked problems’ with related ethical questions, putting the values dimension of geography education up front (Mitchell & Stones, 2022).
World-wide the concept of the Anthropocene is still absent in geography curricula (Bagoly-Simó, 2021). However the discussion about it, among researchers, teacher educators and geography education communities, becomes more prominent. Therefore, this session will raise questions about how the Anthropocene challenges curriculum thinking and didactical practices in geography education, as well as how teachers can handle these challenges.  
Bagoly-Simó, P. (2021) What Does That Have to Do with Geology? The Anthropocene in School Geographies around the World, Annals of the American Association of Geographers, 111:3, 944-957
Lynch, J. & Mannion, G. (2021) Place-responsive Pedagogies in the Anthropocene: attuning with the more-than-human, Environmental Education Research, 27:6, 864-878
Mitchell, D. & Stones, A. (2022). Disciplinary knowledge for what ends? The values dimension of curriculum research in the Anthropocene. London Review of Education. Vol. 20(1).   Type: presentations, discussionLanguage: English

Tine Béneker (1); Gabriel Bladh (2)
(1) Utrecht University, (2) Karlstad University

 
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