Didactic of geography (stage of education III)

geography

pedagogical qualifications

Credited pedagogical block at first degree studies.

Students who have completed the Basics of Didactics classes at the undergraduate level can participate in the classes. Classes intended for geography students (1st year of MA studies) who pursue a teaching block.

Classroom and field classes

The aim of the course is to prepare students, future teachers, to teach the subject of Geography at the third stage of education. Basic didactic concepts and program assumptions for the implementation of this subject will be presented. The main emphasis will be put on developing the skills of creating a geography teacher's workshop.

The lectures are aimed at:

• learning theories and geographic ideas important in geographic education;

getting to know the teaching-learning theory and practices used in teaching geography at the third stage of education;

learning about new aspects and geographical approaches in school geographic education at the third stage of education

• preparation for the analysis and interpretation of the core curriculum and learning the principles of structuring geography curricula,

• preparation to use various teaching aids in geography lessons,

• learning about the geography teaching strategy as well as the methods and forms of working with students,

• learning about information and communication techniques (ICT) in teaching geography

• getting to know the goals and geographic values ​​of field activities,

• preparation to create your own plan of organization and implementation of activities.

The exercises are aimed at:

• familiarizing students with the core curriculum of Geography at the third educational stage.

• getting acquainted with selected curricula, geography textbooks, criteria for selecting geography programs and textbooks,

• preparation for the development of the distribution of teaching material, result plan, requirements criteria,

• learning about the goals of teaching Geography and the principles, methods, forms and strategies of teaching - learning geography,

* learning about information and communication techniques (ICT) and GIS in teaching geography

• organizational, substantive and didactic preparation for conducting chamber and field classes,

• selecting appropriate teaching methods and means to the assumed goals and content of teaching, developing the ability to use them.

Developing the ability to construct geography lessons scenarios (conducted in class and in the field).

• Angiel J., Hibszer A., Szkurłat E., Zajęcia terenowe w kształceniu geograficznym. Od teorii i idei dydaktycznych do praktyki szkolnej, Bogucki Wyd. Naukowe, Poznań, 2020.

• Cichy M., Głowacz A. i in. Geoinformacja w szkolnej edukacji geograficznej. Praktyczny poradnik dla nauczycieli, Bogucki Wyd. Nauk., Poznań 2019.

• Grabowska B., Rola zadań w kształceniu umiejętności geograficznych (w:) Współczesne formy i metody w dydaktyce geografii (red. K. Kopeć), Gdynia, 2005.

• Jakubowski M., O myśleniu filozoficznym i poszukiwaniu zasad porządkujących wiedzę geograficzną (w:) M. Pulinowa (red.) Człowiek bliżej Ziemi, WSiP, Warszawa, 1996.

• Kopeć K., Proces planowania metodycznego ze szczególnym uwzględnieniem etapu tworzenia planu lekcji, konspektu lub scenariusza (w:) Współczesne formy i metody w dydaktyce geografii (red. K. Kopeć), Gdynia, 2005.

• Niemierko B., Między nauczaniem a kształceniem. Wstęp do dydaktyki geografii (w:) Współczesne formy i metody w dydaktyce geografii (red. K. Kopeć), Gdynia, 2005.

• Piskorz S., Zarys dydaktyki geografii, Wyd. Nauk. PWN, Warszawa, 1997.

• Szkurłat E. i in., Praca z uczniem uzdolnionym geograficznie. Poradnik dla nauczycieli, ORE, Warszawa, 2014

• Zając S., W nauczaniu geografii ważne nie tylko "szkiełko i oko" (w:) M. Pulinowa (red.) Człowiek bliżej Ziemi, WSiP, Warszawa, 1996.

• Wilczyński W., Geografia jako sztuka edukacji geograficznej (w:) M. Pulinowa (red.) Człowiek bliżej Ziemi, WSiP, Warszawa, 1996.

• Wilczyński W., Czym jest zmysł geograficzny? Annales Universitatis Paedagogicae Cracoviensis, Folia 105, Studia Geographica II, Kraków, 2011.

oraz Geografia w Szkole (wybrane artykuły podane wcześniej przez wykładowcę).

After completing the course, the student:

• will present the main ideas and concepts of teaching geography,

• will present the goals, principles and different approaches to geographic education,

• present the content, strategies, methods, techniques and forms of school geographic education at a given stage,

• determine the social usefulness of school geographic education,

• describe the workshop of a geography teacher (3rd educational stage).

After the classes, students will be able to:

• apply various forms, principles, strategies, methods of teaching-learning geography,

define the objectives of the lesson and student achievements in the field of geographical education at the third stage of education),

develop the distribution of the teaching material, result plan, requirements criteria for individual grades,

• evaluate and select a geography textbook,

• use various teaching aids in school practice,

• design the course of geography lessons (in the classroom and in the field), develop lesson scenarios,

• plan field activities in the vicinity,

• plan homework,

• plan and carry out school educational projects,

• present the goals, principles and tools adequate to the planned activities.

Social competence. Students will be able to:

• cooperate in a group,

• see the mission of a geography teacher.

Methods of knowledge assimilation (lectures); problem method, case method, didactic games, work with text (exercises).

Lectures:

Presence at lectures and participation in dialogue.

Written test: 6 questions (closed, open and half-open)

Obtaining 60% - grade satisfactory.

Note: in the case of conducting lectures on-line (2020/2021), they are credited with the "Notepad" of the lectures. Criteria for its assessment: thematic completeness, own reflections and conclusions,

substantive, didactic and linguistic correctness.

Exercises:

Final grade: arithmetic mean of the assessment of the exercises performed (portfolio) and the assessment of activity during classes,including in discussions, debates.

Student workload (lectures):

• 30 hours - participation in lectures

• 30 hours preparation for credit (studying literature, source materials and own materials)

Student workload (exercise):

• 30 hours - active participation in exercises; reporting, dialogue, discussions, debates

• 30 hours - independent work: performing the assigned exercises / tasks, correcting them, supplementing them, reading the recommended literature, taking notes, etc.