Didactics of geography 1900-1-DG-PED
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.
Main fields of studies for MISMaP
Course coordinators
Type of course
Mode
Prerequisites (description)
Learning outcomes
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.
Bibliography
• 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.