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Aprendendo a ler o mundo: a geografia nos anos iniciais do ensino fundamental
Callai, Helena Copetti;
Cadernos CEDES , 2005, DOI: 10.1590/S0101-32622005000200006
Abstract: this paper discuss the possibility and the importance of learning geography at elementary school, based on the reading of the world and life and of the space in which one lives. it thus explores the role of geography at elementary school and the need to start a cartographic alphabetization. considering considers the geographic subjects taught in the early school years as one of the ways to contribute to such child alphabetization, it then discusses the theoretical and methodological requirements of geography related to the teaching-learning process.
O Livro didático nas séries iniciais: os "Diversos olhares" para uma cole o de geografia / TEXTBOOKS AND THE FIRST GRADES OF ELEMENTARY SCHOOL: several “points of view” for an edited textbook of Geography
Jakes Paulo Félix dos Santos,Suely Aparecida Gomes
Revista Sociedade & Natureza , 2006,
Abstract: The idea to make a research on the use of the textbook of Geography in the first grades of theelementary school emerged from several discussions during the Course of Geography at the FaculdadeCatólica de Uberlandia-MG. The subject is controversial and there are divergences in what relatesto its importance and use by teachers. We then chose an edition for analysis which is used inseveral state public schools in Uberlandia-MG. We tried to identify and analyze the way somegeographical concepts – that are in our opinion fundamental for the understanding of thegeographical space – are approached in the textbooks. To understand the pedagogic proposal ofsome textbooks of Geography for the first grades of the elementary school it is necessary to evaluate the methodological referential used by the author - or authors - and the criteria that motivate itschoice by teachers and schools. We compared the books content that is suggested by the Secretariade Estado da Educa o de Minas Gerais (Education Secretary of the State) to the book content ofthe chosen edition. The objective is not to demerit the work, but to point out ways and someimportant criteria for the choice of textbooks for the first grades of the elementary school. Thisinstrument should not foment discrimination, impartiality or neutrality. It should offer elements sothat teachers and students exercise their potential and creativity on the proposed themes, as a toolto be efficiently used in classrooms.
Is Singapore’s School Geography Relevant to Our Changing World?
Chew-Hung CHANG
Review of International Geographical Education Online , 2011,
Abstract: How school geography should be taught has been a longstanding issue for geography educators. In some countries, state or national level curriculum predicates how the subject should be taught in schools. This paper examines these questions in relation to existing frameworks of conceptualizing school geography, such as the International Charter on Geographical Education. School geography in Singapore has evolved from regional geography to thematic geography to systematic geography. A review of the curriculum in 2007 resulted in a distinct form of school geography unprecedented in Singapore’s education history. Today, school geography in Singapore is learnt conceptually with national level assessment designed to that end. To what extent is this evolution in curriculum design in step with changes in our world? In response to the changes in school geography, pre-service and in-service teacher training has also responded by focusing on conceptual learning and inquiry. This paper will explore the state of school geography curricula in Singapore today, and the curriculum of teacher training, with the intent to critically discuss the state of geography education in Singapore. Although geography has remained a disciplinary subject whose place has yet been disputed, the big question of why study geography in the first place needs to be answered to ensure its continued survival. In particular, school geography will be examined for its relevance to a fast changing world. This critique ends by offering a reason to how geography plays an important role in education for sustainable development, and its relevance to Singaporeans or even any citizen of the world.
Urban-Rural Differential in Teaching and Learning of Geography in Ahiazu Mbaise and Owerri Municipal Council in IMO State
M.N. Obasi
Environmental Research Journal , 2012, DOI: 10.3923/erj.2011.140.148
Abstract: The all important need for self-reliance and technology in Nigeria calls for teachers to meet the requirement of the new national policy on education. The concern of this study is therefore, focused on the problems of geography education in Nigeria. It examines the rural-urban variables affecting the teaching and learning of geography in Imo state. The sample for the study comprises ten schools, five each from rural and urban areas. Structured questionnaires were distributed to school principals and geography teachers of the sampled schools and contingency analysis employed to test for the significant differences. The major findings of the study include the following. That one consistent indicator of differences in schools certificate geography achievement is school location.
Mapping Geographical Education in Canada: Geography in the Elementary and Secondary Curriculum across Canada
Review of International Geographical Education Online , 2012,
Abstract: This project builds upon previous surveys of geographical education across Canada completed by Baine (1991) and Mansfield (2005). The purpose of this study was to survey the geography curriculum in each of the ten provinces and three territories in Canada. Geography and social studies curriculum guidelines for grades 1 through 12 were collected in each regional jurisdiction across Canada. A summary of key information was recorded for each grade in each jurisdiction; included were course title, prominent themes, and units of instruction. The overall goal during data analysis was to draw a series of comparisons between the general trends discovered by Baine (1991) and Mansfield (2005) and the patterns that emerged from geography curriculum documents as of 2009. The data suggested that, with the exception of Ontario, all provinces and territories have de-emphasized or deleted specific courses or units in geographical education. In a social studies curriculum dominated by history and civics, there is often little stated emphasis on geographical content, concepts, or skills in grades 1 through 12.
mapping using the basic education II: contributions to the Geography  [cached]
Camila de Freitas Camara
Geografia Ensino & Pesquisa , 2011,
Abstract: The school mapping constitutes an important tool for the study of geographical space as it is for the representation of facts and phenomena observed at the surface. Based on this understanding, thisarticle offers a reflection on the cartographic approach in teaching elementary school. It focuses particularly on the meaninglessness that often acquires cartographic language in schools, leading to seriousdeficiencies in the teaching of Geography. The thread running through from the origin and evolution of cartography to its insertion in geographical science. Then, discussing the use mapping in elementaryeducation and are appointed by order methodological directions for using this tool in the classroom
Interdisciplinarity at School – Theoretical and Practical Questions Regarding History, Geography and Civic Education
Fran?ois Audigier
Journal of Social Science Education , 2006,
Abstract: It has been a long time that interdisciplinarity is a recommended orientation and practice in various educational systems. It becomes more and more actual with some teaching objects that do not fit simply with the ordinary subjects present at school. These objects are often found in educations to… like education to health, to sustainability, to media, to citizenship, etc. To begin with, we examine how ambiguous can be the term of interdisciplinarity ; we will use the more neutral term polydisciplinarity . We also remind the reader that this latter needs disciplines to be put into practice. Then we differentiate school subjects according to their objects and their contribution to pupils’ training. That leads us to distinguish on one hand an external polydisciplinarity which studies the links between all social sciences (mainly history, geography and what concerns citizenship) and other disciplines from, on the other hand, an internal polydisciplinarity within the social sciences. To conclude, we introduce the issue of knowing and understanding what a society is about, in particular knowing and understanding our society nowadays. This issue echoes the one about the common culture, about a shared world conception which is sufficient to live together in our political communities.
The study on geography of elementary education in China --Includes goals and content-structure of the geographical curriculum standard for middle school in China

FAN Jie,XU Yu-dong,CHEN Cheng,LING Pei-ying,YUAN Xiao-ting,GAO Jun-chang,

地理研究 , 2001,
Abstract: A new geographical curriculum standard will be introduced for middle school across China to replace the current general outline of geographical education and will instruct geographical education in middle school in the coming 20 years. The project, "Establishment of Geographical Curriculum Standard for Middle School", sponsored by the Ministry of Education,aims at constituting a scientific and reasonable curriculum standard for middle school. This paper discusses the importance and necessity of geographical education through analyzing the trend of geographical development,the social requirement to geographical education,the relations between psychological development of students and elementary education of geography.In addition,comparison between the elementary geographical education in China and that in other countries,such as the United States, France, Britain, Germany etc.is also made.It is different from China that the elementary geographical education in foreign countries seldom use the subject-system as the contentsystem but pay more attention to social events and students' life and consider students' in terests and development of individuality, cultivate geographical methods, abilities and thoughts and advocate explorative study. Finally,on the basis of illustrating the guidelines, goals and content-structure of the curriculum standard of geographical education in China,some important strategies are put forward.
An Empirical Survey of Technology Application in Teaching Geography in Nigerian Secondary Schools
OA Sofowora, A Egbedokun
Ethiopian Journal of Environmental Studies and Management , 2010,
Abstract: The main thrust of this study was to find out the extent of application of the new technologies in teaching and learning Geography in secondary schools in Nigeria. The present study is very important and necessary because many teachers are still very apprehensive about using the new technologies in instruction. In addition is the fact that, there are little empirical data on the level of preparedness and the extent of utilization of ICTs in instruction in Nigerian secondary schools. This study was therefore carried out to provide empirical data on the extent of the integration of the new technology in teaching and learning Geography in Nigerian Secondary Schools. The study employed the descriptive survey design. The sample for the study is made up of 214 Geography teachers drawn from secondary schools in Osun State. The schools and the teachers were selected through stratified sampling techniques based on school types, location, Local Education Area and gender. A structured questionnaire was used to collect data from the participants. It was divided into five sections and was validated using construct validity. The co-efficient of reliability was 0.68. The findings showed that 55% of Geography teachers had access to computer but did not have the pre-requisite ICT skills. Out of the modern technologies available for teaching Geography, the most commonly used are: instructional television (54%), instruction radio (59%) and video (59%).Other findings showed that 54% of Geography teachers do not know the instructional value of CDROM/ interactive web packages available free for teaching Geography. Not only this, 84% of the teachers also rarely use the news groups .While 42% rarely make use of multi- media presentation in teaching Geography. Where as many of these facilities are available free on the web for teachers use. Lastly, lack of skills and cost of utilization ranked highest as one of the factors preventing teachers from using the new technologies in teaching Geography. KEY WORDS Information and Communication Technologies, Multi-media, instructivist/constructivist approaches, Internet, news group
A Platform of Constructivist Learning in Practice: Computer Literacy Integrated into Elementary School  [cached]
Ivan Garcia,Carla Pacheco,Gabriel Garcia
International Journal of Emerging Technologies in Learning (iJET) , 2010, DOI: 10.3991/ijet.v5i2.1040
Abstract: In Mexico, the conventional teaching approach, when applied specifically to elementary school, seems to fall short of attaining the overall quality objective. The main consequence of this problem is when teachers are not sure that their students really understand the dynamic nature of concepts and mechanism since an early age, particularly in elementary school. This paper presents a pedagogical/technological platform, based on constructivism ideas, as a means of making the learning process in elementary school more efficient and interesting. The constructivist platform presented here uses graphical simulators developed for Web 2.0 as a support tool, creating a teaching and learning environment in which practical experiments can be undertaken as each topic is introduced and explained.
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