SAMMANFATTNING  I den globala värld vi lever i idag behöver vi geografiska kunskaper i såväl samhället som på individnivå, för att på bästa sätt kunna bemöta en värld i ständig förändring. För att vuxna och framförallt unga människor av vår tid skall kunna se världen ur ett geografiskt perspektiv behöver vi ha en bra undervisning i geografi i vår svenska skola.   Tidigare forskning visar på vikten av att ha en bra balans mellan ämnet (geografi), läraren och eleven, samt av vilken betydelse lärares uppdateringar inom ämnet har för att ämnesinnehållet skall vara relevant i det samtida samhället. För att undersöka lärarnas val av innehåll och syn på framtiden utfördes en kvalitativ intervju med fyra gymnasielärare. En induktiv ansats användes vid intervjuanalysen för att finna det unika i lärarnas svar. När en analys av resultaten utfördes användes en deduktiv ansats för att se hur resultaten förhåller sig till olika geografididaktiska typologier. Analysen visar att geografiundervisningen gått från att, under tidigare kursplaner, ha varit baserad på faktakunskaper, naturdeterminism och delvis samhällsvetenskap, till ett i dagsläget mer sammanhållet geografiämne med dynamik, pluralism och konfliktperspektiv som grundar sig i aktuella händelser och samhällsdebatter. Resultaten i denna studie visar i stor utsträckning att dagens geografiundervisning handlar om att ge eleverna förutsättningar och kunskaper att bemöta framtidens utmaningar och för att möjliggöra en önskad framtid.   Nyckelord  Ämnesinnehåll, curriculum-making, geografiundervisning i framtiden, förmågor. / Abstract In the global world we live in today we need geographical knowledge of society, as well as from an individual perspective to be able to meet a world in constant change. For adults but especially for young people of today to be able to see the world from a geographical perspective there is a need for relevant education of the subject within the Swedish school system.  Previous studies show how important it is to have a good balance between the subject (geography), the teacher and the students, and the importance of the teacher’s up to date practice within the topic to be able to teach relevant subject matter. To study the teachers´ choices of content and their vision about the future, qualitative interviews were completed with four geography teachers at upper secondary level. An inductive approach was chosen for the analysis of the interviews to find unique qualities within their answers. When the analysis was conducted, and results gathered, a deductive approach was used to correlate the findings and how they may relate to different didactical typology within geography education.  The analysis deduces that geography education has moved away from being based on factual knowledge, nature- determinism and partly social science to a more cohesive geographical subject with dynamic, pluralism and conflict perspective that is based on current affairs and social debates. To conclude, the results in this study show that the geography education today, is fundamentally based around providing an education that will give students a clear framework, to build knowledge that will meet the challenges of the future and enable them to achieve a desired outcome. Keywords Subject content, curriculum-making, future geography education, capabilities

Este trabalho consiste numa análise de livros didáticos para se verificar de que forma vem se dando a organização ou disposição dos conteúdos de geografia física ou natureza, como denominado pelos PCN, nesses materiais. Para se iniciar tal análise, foi necessário levantar os conceitos de Geografia elaborados ou usados como referência por alguns daqueles que produzem ou produziram o conhecimento geográfico e como esses conceitos podem ter contribuído para o entendimento que se tem do seu objeto de estudo, levando ou não a ser definida como uma ciência dicotômica. O entendimento do que é natureza também se fez pertinente para o desenvolvimento da pesquisa, isso porque tem havido uma incorporação da temática ambiental junto aos conteúdos de geografia. Com a análise de tais materiais foi possível constatar os conteúdos citados já foram alocados em diferentes lugares nos livros didáticos de geografia, seguindo das mudanças sofridas por essa ciência no Brasil, bem como das mudanças políticas ocorridas no País. / This paper is an analysis of textbooks to verify how the organization has been taking or disposition of the contents or nature of physical geography, as named by the NCP, in these materials. To start this analysis, it was necessary to raise the concepts of geography designed or used as a reference for some of those who produce or have produced geographic knowledge and how these concepts may have contributed to the understanding that has its object of study, or not taking to be defined as a science dichotomy. Understanding the nature of which is also made relevant to the development of research, that because there has been an incorporation of environmental issues with the content of geography. With the analysis of such materials was possible to verify the contents mentioned have already been allocated in different places in geography textbooks, following the changes undergone by this science in Brazil, as well as the political changes in country.

Esta pesquisa buscou analisar a atual situação das disciplinas cartográficas, especificamente a de Cartografia Temática, ministradas nos cursos de Geografia em instituições públicas de ensino superior do Estado do Paraná e o uso da Semiologia Gráfica entre elas, partindo-se da premissa de que o estudo da linguagem da representação gráfica, tendo esta como base metodológica, é aplicado aos conteúdos ministrados nas disciplinas cartográficas que compõem a grade curricular dos cursos paranaenses, fato que foi investigado através de entrevistas realizadas com os professores responsáveis e por meio da análise de seus planos de ensino. Ademais, buscou-se expor como esta é trabalhada nas disciplinas, investigando algumas questões como: em quais delas esta é empregada?; qual a formação dos docentes quanto a esta metodologia?; quais as bibliografias utilizadas por eles para embasar os conteúdos da Semiologia Gráfica?; como se encontram a estrutura da instituição, seus laboratórios e os softwares utilizados na disciplina?; as dificuldades dos alunos no processo de aprendizagem da Semiologia Gráfica; a importância desta, segunda a opinião dos docentes e; se há outras orientações metodológicas as quais os docentes utilizam além desta. A partir desta investigação, conclui-se que a Semiologia Gráfica continua sendo a corrente metodológica que orienta o entendimento da estruturação de uma linguagem, a da representação gráfica, essencial para a formação do licenciado e bacharel dessa ciência, como parte dos conteúdos cartográficos trabalhados dentro do curso superior de Geografia, sobretudo das instituições públicas de Ensino superior do Paraná. / This research sought to analyze the current situation of cartographic disciplines, specifically the Thematic Cartographic, being taught in geography courses in public higher education institutions of the Parana State and the use of Semiology of Graphics among them, starting from the premise that the language study of graphic representation, which was taken as a methodological basis, it is applied to the contents taught in cartographical disciplines which compose the curriculum grade of Parana courses, a fact that was investigated by interviewing responsible teachers and analyzing their teaching plans. In addition, it sought to expose how this is worked in the disciplines, investigating some questions such as: Which of them are being used? What is the knowledge of teachers about this methodology? Which are the bibliographies used by them to support the Semiology of Graphics Content? How the institution structure is found and how its laboratories and software are used during the discipline? Which are the main difficulties of the students in the learning process of Semiology of Graphics its relevance from teachers opinion and if there are other methodological guidelines which teachers use beyond it? From this work, it is concluded that the Semiology of Graphics remains the current methodological that guides the understanding of language structure, the graphical representation, being essential for licensee and bachelor formation of geography science, as part of cartographic contents worked out in Geography Degree, mainly in public higher education institutions of the Parana State.

The main topic of this thesis are map skills, and the key point of interest are strategies used for map analysis. General reference map was found as a suitable map given its frequent use in the school atlases. The main goal of this study is evaluation of the general reference map analysis strategies in terms of their dimensions, i. e. their repertoire, distribution, efficiency, and adaptability. 20 upper secondary school students participated in an eye-tracking experiment that consisted of the test and the follow-up questionnaire. The eye-tracking data were analyzed qualitatively and quantitatively to obtain information about the strategy dimensions. Results showed that students used broad repertoire of strategies when analyzing the general reference map and they pointed to the most chosen strategies as well. In some cases, students used more than one strategy to solve the task and thus the most frequent strategy combinations were detected. The efficiency of strategies was evaluated based on the students' success rate and the length of the solving cycle which was affected by the type of elements, respectively map content, used for solving the task. The ability to adapt to specific task demand was proven by addition of elements needed into the strategy or using entirely different strategy type. The...

This study aims to investigate to what extent the implementation of concept cards in Religious and Geography education promotes a conversation that contributes to the understanding of subject-specific concepts.  The aim theory is the socio-cultural perspective and the theoretical concepts are: collaborative learning and collaborative support. It is a qualitative method that has been implemented that consists of interviews, observations, and tests. Two different schools are involved in this study and six lessons are observed. There are also a total of 8 pupils who are interviewed twice, which corresponds to a total of 16 interviews in both schools. To investigate the purpose of the study there will be a couple of questions that must be answered before answering the main question: ‘’How do pupils expiernce working with subject-specific concepts in Religious and Geography education?’’, ‘’How do pupils experience working with concept cards in Religious and Geography education?’’, ‘’How do the conversations with concept cards work based on the observations in Religious and Geography education?’’ and ‘’How is the pupils’ understanding of concepts change through the course of the intervention in Religious and Geography education?’’.  After these questions have been answered, it will be possible to also answer the main question of the study: ‘’To what extent do concept card discussions in Religious and Geography education promote pupils' understanding of subject-specific concepts?’’   The results of this study show that all pupils describe a similar experience of the teaching, that developing conceptual understanding does not permeate the teaching. Pupils learn concepts by reading concept definitions in the textbooks or listening to classmates' or teachers' definitions. In this way, the pupils may not get the opportunity to develop their understanding of concepts, which is also made visible in the pre-tests. The results of the study point to, with the help of the pupils' interviews, the test results, and what has been noticed during the observations, that the majority of the pupils are given the opportunity to be able to develop their understanding of concepts to a great extent by conversing in groups. The results of the study indicate that concept card discussions promote that many pupils’ develop a developed understanding of subject-specific concepts in Religious and Geography education.

Master of Arts / Department of Geography / John A. Harrington Jr / Analysis of polling documents indicates how little most Americans know about the world. Geography education is the key to offsetting geographic illiteracy. Fortunately programs designed to improve K-12 geography education are growing in number and strength. How can we teach more and better geography within the school system? Given the dominant role of history in the K-12 social studies curriculum, use of the psychological theory of dual-encoding to integrate geography and history lesson planning is one approach to bring more geography into the classroom. As part of Kansas Geographic Alliance programmatic activity, Kansas history and geography standards, with emphasis on the tested standards, were assessed to identify candidate themes for development of dual-encoded educational units and associated lesson plans. Three workshops were delivered to share these dual-encoded units and lesson plans. The workshops were for education faculty, teachers getting in-service professional development, and for a group of pre-service teachers in a social studies methods class. Attendees at the workshops provided assessment and feedback of the material. Based on informal comments and written responses from the workshop attendees, it is concluded that dual-encoding will enable considerable progress in geography education. Not only will the knowledge provided demonstrate the impact and significance of geography to history teachers and their students, but dual-encoded lessons will advance teacher content and pedagogical knowledge, and most importantly students will learn both geography and history better.

O presente trabalho objetiva compreender as problemáticas e desafios que os movimentos de cursos Pré vestibulares populares trazem ao currículo e ao ensino de Geografia. Desafios que estão ligados a tensão existente nesses cursos entre o preparo para o vestibular e a tarefa enquanto movimento social, que visa acesso à educação pelas classes populares e também sua conquista da autonomia, assim se pesquisou e se refletiu sobre o surgimento e expansão desse movimento no Brasil, sobretudo, no Rio de Janeiro. Para cumprir o objetivo, a pesquisa conta com uma análise dos movimentos sociais no contexto de projetos de educação popular, pois é dessa relação que emergiu o movimento dos Pré-vestibulares populares. Foi necessário ainda, discutir, a partir de toda uma base bibliográfica sobre o ensino de geografia e as contradições e dificuldades inerentes a ele, como os cursos populares atuam na construção de um currículo de geografia? A pesquisa foi desenvolvida a partir da investigação em uma análise comparativa das mediações políticas que ocorreram e ocorrem dentro de dois cursos, o Pré-PJ em Duque de Caxias e o Curso Millennium em Niterói. Como essas mediações refletem nos currículos desses cursos? E por fim como essas mediações afetam os professores e as professoras? Como eles se colocam em sua prática? / This study aims to understand the issues and challenges which the movements of courses Pré-vestibular popular bring the curriculum and teaching of geography. Challenges connected to tension between these schools preparation for college entrance and the task as Social Movement, which seeks access to education by the popular classes and also his conquest of autonomy, thus researched and reflected on the emergence and expansion of this movement in Brazil, especially in Rio de Janeiro. To meet the goal, the research relies on an analysis of social movements in the context of popular education projects, it is this relationship that emerged from the movement of the Pre-vestibular popular. It was also necessary to discuss, from an entire bibliographic database on teaching geography and contradictions and difficulties inherent in it, how the popular courses act in building a geography curriculum? The research was developed from research on a comparative analysis of political mediations that occurred and occur in two courses, the Pre-PJ in Duque de Caxias and the Curso Millennium in Niteroi. How these mediations reflect the curricula of these courses? And finally how these mediations affect teachers and the teachers? As they arise in your practice?

With the acceptance of Outcomes-based Education (OBE) in South Africa, the emphasis shifted from a teacher-centred to a learner-centred instruction approach. The learner-centred teaching approach of OBE is based on the social constructivistic teaching view. This view is based on the fundamental acceptance that people construe knowledge through interaction between their existing knowledge and beliefs and new ideas or situations within a social environment or milieu. It is thus essential that future Geography education students receive training in a similar manner as that which is expected of them as future practising teachers. Lecturers' and students' beliefs and perceptions of how instruction must take place, in the majority of cases, still support the traditional direct instruction approach where lecturers transfer knowledge to students mainly through formal lectures. The acceptance of the social constructivistic teaching approach for the training of Geography education students implies that the beliefs of lecturers and students as well as their roles in the teaching learning process, must change. This means that the purpose of contact time between lecturer and students must necessarily change. Contact time should not just be used by the lecturer for presenting content. It is the task of the Geography lecturer to create a learning environment where students are actively involved in cooperative learning environments in the learning process. The lecturer acts as facilitator, guide, enabler and fellow-explorer in the learning process. Contact sessions must be used to offer the students the opportunity to report back on the learning assignments and activities or to reflect on what has been learnt. Continuous formative assessment takes place during contact and non-contact times to give quick feedback on learning. The lecturer and students are involved in the assessment process. Clear assessment criteria must be compiled by the lecturer in cooperation with students so that the students will know precisely what is expected of them. Together with the learner-centred teaching approach, certain universities worldwide have been obliged to decrease contact time between lecturer and student. Reasons for this can mainly be ascribed to an increase in student numbers and to effectively vii manage the lecturers' time so that more time can be spent on research. The lecturer is supposed to design and plan a specific module so that the set learning outcomes could be achieved within the reduced time. Different guidelines are identified in the context of reducing contact time so as to ensure the effective achievement of learning outcomes. The lecturer should prepare, plan and manage contact time. Students must also accept larger responsibility for independent learning and attain some of the learning outcomes during non-contact times. To support students during non-contact times and to guide them in the attainment of learning outcomes and completion of assignments, students must make use of resource-based learning. The interactive study guide and work planning, as developed and compiled by the lecturer, is necessary for providing students with assistance and guidance so that students know precisely what is expected of them, what resources to use and when. It is furthermore necessary that the assessment strategies, that are used in the teaching of Geography, support the decrease in contact time. Bigger responsibility is given to students in the assessment process and is included in self and peer group assessment of and feedback to assignments. The Geography education lecturer involved in the development of the different Geography modules must make sure that over-assessment does not take place, but that students are exposed to multiple assessment methods. Decision-making by university management on decreased contact time was probably taken without considering the full implications for learner-centred teaching. This study is an attempt to implement a learner-centred teaching approach in the Geography training of education students within the optimising of contact time between lecturer and students. A concept model for the Geography training of education students was developed to ensure the successful attainment of learning outcomes. The perception and attitudes of the students regarding the concept model in Geography-training within the optimising of contact time was analysed, after which the examination results of the students were compared with results of previous years. From the information required in the literature as well as in the implementation of the concept model in Geography training, criteria and strategies for the effective training of Geography teachers in the optimising of contact time were developed. / Thesis (Ph.D.)--North-West University, Potchefstroom Campus, 2005.

The urgency of sustanible development is world-over issue. This essay focuses on the relations of enviromental ethics in the context of the Swedish upper secondary school and the subject of geography, by analysing different educational texts. The purpose of this essay is to reveal and identify discourses of enviromental ethics in curriculum documents; Lgr 11 and the plan- and the coursedocuments for the subject of geography, in educational publisher’s textbooks and in sponsored texts related to the subject of geography and finally to discuss potential consequences this might implicate for education. For this have the methodology of Norman Fairclough´s critical discourse theory, CDA, as well as a matrix of environmental ethics, based upon Mikael Stenmarks classifications of enviromental ethics, been used. In the Cirriculum, Lgr 11 and documents for the subject of Geography, and in the educational textbooks from “Liber” and “Gleerups”, are the environmental ethics of intergenerational anthropocentrism the dominant. The analysis of the sponsored texts and the educational textbook from “Natur och Kultur” indicated a mixture of anthropocentric traditionell environmental and anthropocentric intergenerational enviromental ethics. None of the analysed texts shows any clear non-anthropocentric features. And to conclude; we have seen that the consequences of uncritically select and follow, independent “type” of educational texts, is not a garant for fulfilling the intentions of curriculum. / Föreliggande uppsats syfte är att identifiera och därmed åskådliggöra miljöetiska diskurser i styrdokument, förlagsläroböcker och sponsrade läromedel i en gymnasie- och ämnesgeogra­fisk kontext, och diskutera dess eventuella pedagogiska konsekvenser. Uppsatsens frågeställ­ningar är: Vilka miljöetiker kan synliggöras i läroplanen Lgr 11 och i ämnesplans- liksom kursbeskrivningarna för geografi? Vilka miljöetiker kan synliggöras i dels förlagsproduce­rade läroböcker och dels i sponsrade läromedel med geografianknytning, och vilka eventuella pedagogiska konsekvenser kan detta ge upphov till? Analysen utgår från Norman Faircloughs tredimensionella kritiska diskursanalys, CDA, och Mikael Stenmarks miljöetiska kategoriserar. I arbetet likställs Mikael Stenmarks kategoriseringar av olika miljöetiker som motsvarande miljöetiska diskurser. Styrdokumenten uppvisar kopplingar till en ämnesakademisk tradition och till det intergene­rationellt miljöetiskt färgade begreppet hållbar utveckling. De tre förlagsproducerade geogra­filäroböckerna tycks följa samma intergenerationella antropocentriska grundhållning. Detta är dock mer tydligt hos de två nyare Lgr 11-anpassade läroböckerna från Liber och Gleerups än den från Natur och kultur. För samtliga analyserade texter på styrdokumentsnivån och de förlags­producerade läroböckerna kan biocentriska och ekocentriska tendenser sägas vara uteslutna med några enstaka undantag. Sammantaget följer detta resultaten från tidigare studier inom samma ämnesområde väl. I de sponsrade texterna från Utbudet framträder en mer heterogen miljöetik, där både en traditionell miljöetik och intergenerationell gör sig närvarande. Här tycks även någon form av miljövänlighetsdiskurs skymta fram, vilken eventuellt kan knytas till en större reklam- och försäljningsdiskurs. De pedagogiska konsekvenserna rör främst de risker som hör till ett ensidigt och okritiskt för­hållningssätt till och användande av läromedel, vilka kan leda till att läroplaners intentioner går förlorade. I föreliggande arbete kan detta ses i frånvaron av de icke-människocentrerade miljöetikerna i de undersökta läromedelstexterna. Vikten av olika etiska perspektiv är något som både Lgr 11 och geografiämnets styrdokument påtalar vikten av. Dessa och liknade frågor torde bli allt viktigare i utbildningssammanhang inte minst i takt med att allt fler producerar numera genom Internet lättåtkomliga läromedel. Sedan kan ju alltid frågor kring om det i dagsläget alls existerar läromedel som verkligen lyfter etiska perspektiv utanför den antropocentriska, och vilka konsekvenser detta kan innebära ställas?

With the acceptance of Outcomes-based Education (OBE) in South Africa, the emphasis shifted from a teacher-centred to a learner-centred instruction approach. The learner-centred teaching approach of OBE is based on the social constructivistic teaching view. This view is based on the fundamental acceptance that people construe knowledge through interaction between their existing knowledge and beliefs and new ideas or situations within a social environment or milieu. It is thus essential that future Geography education students receive training in a similar manner as that which is expected of them as future practising teachers. Lecturers' and students' beliefs and perceptions of how instruction must take place, in the majority of cases, still support the traditional direct instruction approach where lecturers transfer knowledge to students mainly through formal lectures. The acceptance of the social constructivistic teaching approach for the training of Geography education students implies that the beliefs of lecturers and students as well as their roles in the teaching learning process, must change. This means that the purpose of contact time between lecturer and students must necessarily change. Contact time should not just be used by the lecturer for presenting content. It is the task of the Geography lecturer to create a learning environment where students are actively involved in cooperative learning environments in the learning process. The lecturer acts as facilitator, guide, enabler and fellow-explorer in the learning process. Contact sessions must be used to offer the students the opportunity to report back on the learning assignments and activities or to reflect on what has been learnt. Continuous formative assessment takes place during contact and non-contact times to give quick feedback on learning. The lecturer and students are involved in the assessment process. Clear assessment criteria must be compiled by the lecturer in cooperation with students so that the students will know precisely what is expected of them. Together with the learner-centred teaching approach, certain universities worldwide have been obliged to decrease contact time between lecturer and student. Reasons for this can mainly be ascribed to an increase in student numbers and to effectively vii manage the lecturers' time so that more time can be spent on research. The lecturer is supposed to design and plan a specific module so that the set learning outcomes could be achieved within the reduced time. Different guidelines are identified in the context of reducing contact time so as to ensure the effective achievement of learning outcomes. The lecturer should prepare, plan and manage contact time. Students must also accept larger responsibility for independent learning and attain some of the learning outcomes during non-contact times. To support students during non-contact times and to guide them in the attainment of learning outcomes and completion of assignments, students must make use of resource-based learning. The interactive study guide and work planning, as developed and compiled by the lecturer, is necessary for providing students with assistance and guidance so that students know precisely what is expected of them, what resources to use and when. It is furthermore necessary that the assessment strategies, that are used in the teaching of Geography, support the decrease in contact time. Bigger responsibility is given to students in the assessment process and is included in self and peer group assessment of and feedback to assignments. The Geography education lecturer involved in the development of the different Geography modules must make sure that over-assessment does not take place, but that students are exposed to multiple assessment methods. Decision-making by university management on decreased contact time was probably taken without considering the full implications for learner-centred teaching. This study is an attempt to implement a learner-centred teaching approach in the Geography training of education students within the optimising of contact time between lecturer and students. A concept model for the Geography training of education students was developed to ensure the successful attainment of learning outcomes. The perception and attitudes of the students regarding the concept model in Geography-training within the optimising of contact time was analysed, after which the examination results of the students were compared with results of previous years. From the information required in the literature as well as in the implementation of the concept model in Geography training, criteria and strategies for the effective training of Geography teachers in the optimising of contact time were developed. / Thesis (Ph.D.)--North-West University, Potchefstroom Campus, 2005.