Didactics of geography

geography

pedagogical qualifications

A compulsory lecture for geography students who follow a pedagogical block, after lectures on the Basics of Didactics, Psychology and Pedagogy.

Classroom and field classes

The aim of the lecture is to present: a) theoretical and didactic foundations of teaching the subject of geography at two educational stages, b) the influence of contemporary pedagogical and geographical ideas (especially didactic ones) c) the achievements of geographical sciences (especially geography didactics) on school geography education.

Classes cover the following issues: the place of the subject geography in the framework curricula in primary and secondary schools; learning objectives and geography teaching content included in the core curriculum of this subject; structure of geographic knowledge; substantive, didactic and educational competences of a geography teacher; the authority of a geography teacher; principles of interaction between the student and the teacher during the lesson; popularizing geographic knowledge; methodology for the implementation of individual educational content within geography; the use of various teaching methods and techniques and their adaptation to the cognitive abilities of students; activating methods; organization of students' work in geography lessons with the use of various forms of work; designing and equipping the geographical studio with teaching resources and aids; use of ICT and GIS tools in teaching geography; diagnosis, control and assessment in the work of a geography teacher; different types of assessment, assessment functions, importance of formative assessment in geographic education; final examination after primary and secondary school; initial diagnosis of students; ways of supporting the cognitive development of a student; individualization of teaching - work with a gifted student; shaping concepts, attitudes and skills in geographic education; evaluation of the quality of education; evaluation (analysis and assessment) of own didactic and educational work; own development path.

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

• Angiel J., Szkurłat E., (pr.zb.), Miejsce i przestrzeń. Edukacja geograficzna w ujęciu humanistycznym, Prace Monograficzne Komisji Edukacji Geograficznej, , Bogucki Wydawnictwo Naukowe, Poznań-Warszawa,2019

• Ciepły M., Głowacki A. i in., Geoinformacja w szkolnej edukacji geograficznej, Praktyczny poradnik dla nauczycieli, Bogucki Wyd. Naukowe, Poznań, 2019.

• Dybska-Jakóbkiewicz I, Szkurłąt E., (pr.zb.), Edukacja geograficzna – ku kształceniu poszukującemu, Bogucki Wydawnictwo Naukowe, Poznań-Warszawa, 2020,

• Hibszer A., (red.) Polska dydaktyka geografii. Idee – Tradycje – Wyzwani, WNOZ, Sosnowiec, 2008

• Hibszer A., Szkurłat E. (red.), Technologie informacyjno-komunikacyjne w kształceniu geograficznym. Założenia teoretyczne, diagnoza wykorzystania, Prace Komisji Edukacji Geograficznej PTG, t. 4, Łódź, 2015.

• Hibszer A., Szkurłat E. (red.), Technologie informacyjno-komunikacyjne w kształceniu geograficznym. Założenia teoretyczne, diagnoza wykorzystania, Prace Komisji Edukacji Geograficznej PTG, t. 5, Łódź, 2015.

• Hibszer A., Szkurłat E. (red.), Nauczyciel geografii wobec wyzwań reformowanej szkoły, Prace Komisji Edukacji Geograficznej PTG, t.8, Sosnowiec, 2018.

• Piotrowska I, Szkurłat E., (red.) Nowe problemy i metody badań procesu kształcenia geograficznego, Prace Komisji Edukacji Geograficznej PTG, t.6, Poznań, 2016.

• Piskorz S. (1997) Zarys dydaktyki geografii, Wyd. Naukowe PWN, Warszawa.

• Rodzoś J., Szkurłat E., (red.), 2017, Edukacja geograficzna wobec problemów współczesnego świata, Prace Komisji Edukacji Geograficznej PTG, t.7, Lublin, 2017.

Knowledge. Student:

• determines the place of the subject of geography in the framework curricula of primary and secondary schools;

• presents the main goals of geography education and geography teaching content included in the core curriculum of this subject;

• presents the general structure of geographic knowledge;

• characterizes the substantive, didactic and educational competences of a geography teacher;

• defines what the authority of a geography teacher is and how it is built;

• presents the main principles of interaction between the student and the teacher during the lesson;

• defines the role of the teacher in popularizing geographic knowledge,

• presents examples of various content-related and methodological solutions enabling the implementation of specific contents of geographic education;

• gives examples of the use of different teaching methods and techniques and determines their adaptation to the cognitive abilities of students;

• presents the specifics of various activating methods, including project methods and the possibilities of their application in learning geography;

• presents the organization of students' work in geography lessons with the use of various forms of work

• specifies equipping an exemplary geography studio with various resources and teaching aids supporting the teaching-learning process of geography;

• describes the use of ICT and GIS tools in teaching geography;

• presents the role of diagnosis, control and assessment in the didactic work of a geography teacher;

• introduces the different types of assessment and assessment functions;

• identifies the importance of formative assessment in teaching geography;

• describes the specificity of final exams: after primary and secondary school (matura exam);

• explains what the initial diagnosis of a group of students and each student is about;

• lists the methods of supporting the cognitive development of a student, the possibility of individualization of teaching - (eg) working with a gifted student, preparing him for a subject competition (eg a geographic Olympiad);

• explains the need and the main difficulties in shaping concepts, attitudes and practical skills;

• explains what is the assessment of the quality of education; evaluation (analysis and assessment) of own didactic and educational work and planning the path of professional development.

Skills. The student will develop the skills:

• formulating the correct goals of geographic education,

• noticing and promoting the value of geographical education in human life,

• perceiving the educational values ​​of the geographical environment,

• combining analytical and synthesizing thinking,

• popularizing geographic knowledge,

• to create an appropriate atmosphere of cooperation with students during geography lessons.

Social competence. The student (future teacher) is ready to:

• active cooperation with students using their individual abilities, skills, interests, etc.

• use of various forms, teaching strategies and modern teaching methods and means;

• sharing geographic knowledge,

• communicating with students on any matter relating to geographic education and their development and educational needs.