The elements of geography in teaching natural science

elective courses

(in Polish) Wymagania formalne.

W zajęciach mogą brać udział studenci Wydziału Biologii uczestniczący w realizacji Bloku Pedagogicznego na swoim wydziale.

Classroom
Remote learning

The aim of the seminar is to prepare biology students, future teachers of the subject "Nature" in the 4th grade of primary school, to teach geographic content included in the core curriculum for this subject and to develop in their future students basic natural and geographical skills, as well as attitudes related to the broadly understood environmental protection geographical location, including the implementation of activities for its benefit.

The seminars are aimed at getting students to know:

• core curriculum for nature on geographic topics in teaching Nature,

• possibilities and methods of using various teaching aids,

• the specificity of teaching geography and the dominant forms and methods as well as working with students,

• information and communication techniques (ICT) in teaching geography

• values, goals, forms and methods of field activities related to geographic education at this stage of education,

• basics of topography and ways of orientation in the field;

• traditional and modern sources of spatial information (plans, large-scale maps and thematic maps, GIS)

• different definitions of landscape used in geographical sciences as well as in other fields of knowledge (eg landscape architecture);

• various social and natural phenomena and processes and their impact on the geographical environment and landscape;

• the possibility of using geographical knowledge to describe and solve research problems present in science education, including:

- use of various sources of information about space;

- planning and conducting simple observations and measurements in the field with the use of appropriate tools and techniques;

- interpreting and explaining the relationship between social and natural phenomena and processes.

Literature used during classes:

• Angiel J., Tworzymy szkołę przyjazną środowisku, Fundacja GAP Polska, Olsztyńskie Centrum Edukacji Ekologicznej, Podkowa Leśna –Olsztyn, 2003.

• Angiel J., A. Hibszer E. Szkurłat, Zajęcia terenowe w kształceniu geograficznym, Bogucki Wyd. Naukowe, Poznań, 2020.

• Arciszewska E., Dylak S. (red.), Nauczanie przyrody - wybrane zagadnienia, Wydawnictwo CODN, Warszawa, 2005.

• Berne I., Zajęcia w terenie, WSiP, Warszawa, 1984.

• Błasiak W., Rozważania o nauczaniu przyrody, Wydawnictwo Naukowe Uniwersytety Pedagogicznego, Kraków, 2011.

• Dymara B. i in., Dziecko w świecie przyrody, Nauczyciele – nauczycielom, Oficyna Wyd. „Impuls”, 1998.

• GIS w szkole. Poradnik dla nauczycieli przedmiotów przyrodniczych, GRID, Warszawa, 2011.

• Piskorz S., (red.), Zarys dydaktyki geografii, WN PWN, Warszawa 1997.

• Przyroda. Scenariusze zajęć lekcyjnych, t.2, WNoZ UŚ, red. A. Hibszer, K. Kardas, M. Rzętała, Sosnowiec, 2000.

• Pulinowa M.Z.,, O idei krajobrazu (w:) Edukacja przyrodnicza w szkole podstawowej, Warszawa-Wrocław, 2001.

• Rembertowicz H., (red.) Przyroda. Pytania dzieci – odpowiedzi dorosłych, Wydawnictwo Szkoły Wyższej Przymierza Rodzin, Warszawa, 2004.

• Stawiński W., Jak samodzielnie poznawać przyrodę, WSiP, Warszawa 1992.

• Tołwińska-Królikowska E, (red.), Dzieci w świecie nauki, Wyd. Fdukacyjne Inicjatyw Oświatowych, Warszawa, 2013.

• G. Wuttke, Ćwiczenia i wycieczki w nauczaniu geografii, Warszawa 1957.

Learning materials:

• Banach A., , M. Wieczorek, B. Byer, Atlas do przyrody „Świat w porach roku, 2003 (w nim, jako komplementarny dodatek: „Poradnik młodego kartografa” oraz „Przewodnik młodego przyrodnika”), Wyd. DEMART, Warszawa, 2003.

• Będkowska H., Wspaniały leśny świat, CILP, Warszawa, 2015.

• Podstawa programowa (Przyroda) MEN, ORE, 2017.

• Podręczniki do Przyrody (wydawnictwa: WSiP, Nowa Era).

• Flis J., Słownik szkolny. Terminy geograficzne, WSiP, Warszawa, 1994.

• Koźniewska B, Kwiecińska M., Zieloną ścieżką… (edukacja ekologiczna dla klas 4-6), WSiP, Warszawa, 1996.

• Koźniewska B, Kwiecińska M., Zieloną ścieżką… (edukacja ekologiczna – przewodnik dla nauczycieli), WSiP, Warszawa, 1996.

• Licińska D., Słownik szkolny. Geografia – człowiek i jego działalność, WSiP, Warszawa, 1999.

• Olaczek R., Słownik szkolny. Ochrona przyrody i środowiska, WSiP, Warszawa, 1999.

• Podstawa programowa (Przyroda) MEN, ORE.

• Podręczniki do Przyrody (wydawnictwa: WSiP, Nowa Era).

• Prace Komisji Edukacji Geograficznej, dostęp: http://kegptg.geo.uni.lodz.pl/index.php?page=tomy-prac-keg.

• Sulejczak E., Rozmowy z przyrodą, CILP, Warszawa, 2017.

Educational outcomes:

After completing the course, the student:

• will present the main ideas, concepts and content of teaching geography in the field of Nature,

• presents and characterizes the forms, methods and didactic resources needed in geographic education in the lessons of Nature,

• will present the values, goals, methods of geographic field activities in class IV of primary school, explain the necessity of such activities in school science education,

• explain the need for students to conduct geographical observations and field measurements,

• explain what cartography and topography are and how it is related to the ability to orientate in the field

• will present the importance of the basics of meteorology in practice,

• justify the need to use traditional and modern sources of spatial information (plans, large-scale maps and thematic maps, GIS), selected information and communication techniques (ICT) in teaching geography,

• will present what landscape education is in teaching Nature, as well as its goals and values,

• characterizes various (selected) social and natural phenomena and processes and their impact on the geographical environment and landscape.

After the classes, students will be able to:

• apply different content, forms, methods, techniques and styles of education,

• geography in teaching Nature in grade IV of Primary School,

• compare textbooks to nature from the point of view of substantive and didactic content,

• apply various didactic measures in geographic education at this stage of education,

• define lesson goals and student achievements,

• design the course of nature lessons in the field of geographic topics,

• design field activities necessary in natural and geographic education (e.g. activities in the immediate vicinity),

• design observations and measurements in the field,

• design homework in the field of geography,

• use their geographic knowledge to implement activities for the geographical environment in the place of residence,

• use geographic knowledge to describe and solve research problems in science education (at this stage of teaching), including:

- use of various sources of information about space,

- planning and conducting simple observations and measurements in the field with the use of appropriate tools and techniques,

- interpreting and explaining the relationship between social and natural phenomena and processes.

Social competence. Students will be able to:

• cooperate and conduct dialogue in a group,

• undertake joint actions for the benefit of the local geographic environment.

Presence at seminars and active participation in the dialogue.

• One written work (optional) entitled:

1) Own atlas of clouds (photos taken, for example, from a window with captions of types), didactic conclusions regarding the performance of the work, its legitimacy - the purposes and methods of using (applying) this "atlas" in nature lessons

2) Project of a lesson entitled The landscape of the immediate area using your own reportage (photo-reportage) or an essay on this topic along with a description of the objectives of the lesson (students' achievements) and the methods of using a given didactic.

3) Inverted lesson project on-line - own project (script). such a lesson on any geographic topic raised during the class

4) Project of a nature lesson (chamber, on-line, or field) on a selected geographic topic presented during the seminars.

5) Project of a nature lesson (small, field or on-line) concerning one's own neighborhood with the use of plans and maps

6) Project of a nature lesson on a selected geographic topic presented during seminars (using various didactic means and methods).

Completeness, factual and didactic (including linguistic) correctness

Details of the work will be presented during the classes.

Student workload:

• 30 hours - seminars

• 10 hours - independent work