EUROGEO2019:“TeachingGeographyinchallengingtimes”ConferenceProgramme-draft14March session room1 room2 room3 room414.00 Welcome keynote1 15.15 session1 TIGAS HumanGeography Politics,identity,

democracy1EducationforSustainableDevelopment

16.30 coffee 17.00 session2 RuralGeography Teachingandlearning1 Politics,identity,

democracy2PracticalGeography

19.00 AGM Annualmeeting,elections

20.30 dinner 15March session room1 room2 room3 room408.30 session3 Physical

Geography,climateGIS,remotesensing PositionofGeography PowerfulGeography

10.00 coffee 10.30 Plenary keynote2 11.30 session4 Identityand

democracyDigitalGeography Teachingandlearning2

12.30 lunch

SessionsbyauthorFirstname(s) Familyname session Room TopicLeda Almeida session3 2 GIS/remotesensingYilmaz Ari session1 3 Politics,identityanddemocracyYilmaz Ari session2 3 Politics,identityanddemocracyGeorgi Bardarov session3 2 GIS/remotesensingGlorianne BorgAxisa session3 3 PositionofGeographyTereza Češková session2 4 PracticalGeographyMassimo DeMarchi session3 1 PhysicalGeography/climatechangeStelian Dimitrov session3 2 GIS/remotesensingMariaHelena Esteves session3 3 PositionofGeographyGregorConstans Falk session2 4 PracticalGeographyEmanuela Gamberoni session3 3 PositionofGeographySumita Gayen session3 1 PhysicalGeography/climatechangeJesus GranadosSanchez session4 1 HighereducationSayedRafee Hashemi session1 3 Politics,identityanddemocracyLenka Havelková session3 2 GIS/remotesensingRyo Iizuka session1 2 HumanGeographyJohannNikolaus Janssen session2 1 RuralGeographyJohannNikolaus Janssen session4 3 Teachingandlearning2Thomas Jekel session4 2 DigitalGeographyInjeong Jo session1 1 TIGASInjeong Jo session4 3 Teachingandlearning2Viola Karsai session1 2 HumanGeographyToshio Kikuchi session2 1 RuralGeographyNati Kranot session2 4 PracticalGeographyRod Lane session1 1 TIGAS

MaríaLuisade LázaroyTorres session1 4 SustainableDevelopmentMaríaLuisade LázaroyTorres session3 2 GIS/remotesensingMichael Leuchner session3 1 PhysicalGeography/climatechangeClaudia Lindner session3 1 PhysicalGeography/climatechangeMichaela Lindner-Fally session3 4 PowerfulGeographyVeit Maier session2 3 Politics,identityanddemocracyRamón Martínez-Medina session1 4 SustainableDevelopmentKitti Masinka session2 1 RuralGeographyRafael MiguelGonzalez session3 4 PowerfulGeographyDarina Mísařová session2 4 PracticalGeographyBrice Mora session3 2 GIS/remotesensingKliment Naydenov session3 2 GIS/remotesensingRahman Nurković session3 3 PositionofGeographyGerry O'Reilly session1 3 Politics,identityanddemocracyGerry O'Reilly session2 3 Politics,identityanddemocracyJudit Péterfi session1 2 HumanGeographyGuyMartin Robinson session4 2 DigitalGeographyIrina Rodionova session4 1 HighereducationIrina Rodionova session4 1 HighereducationTeresa Sadoń-Osowiecka session1 4 SustainableDevelopmentMareike Schauss session3 1 PhysicalGeography/climatechangeNina Scholten session2 2 Teachingandlearning1Sebastian Seidel session4 2 DigitalGeographyDmitrii Sidorov session4 2 DigitalGeographyMichael Solem session1 1 TIGASMichael Solem session3 4 PowerfulGeographyDubravka Spevec session3 3 PositionofGeographyAn Steegen session2 2 Teachingandlearning1

Joseph Stoltman session1 1 TIGASDávid Sümeghy session1 3 Politics,identityanddemocracyBruce Tamagno session3 4 PowerfulGeographyJaroslav Vávra session4 3 Teachingandlearning2Ruzica Vuk session3 3 PositionofGeographyIvana Vyslúžilová session1 2 HumanGeographyTal Yaar session2 2 Teachingandlearning1Taiyo Yagasaki session3 4 PowerfulGeographyOkkyong Yoon session1 1 TIGASOkkyong Yoon session4 3 Teachingandlearning2Dimitar Zhelev session3 2 GIS/remotesensingLuc Zwartjes session2 1 RuralGeographyLuc Zwartjes session4 1 Highereducation

Sessionssession Room Name Papertitlesession1 1 MichaelSolem TrendsinInternationalGeographyAssessmentStudy:Methodologysession1 1 RodLane TrendsinInternationalGeographyAssessmentStudy:AssessmentFrameworksession1 1 OkkyongYoon,Injeong

JoNationalAssessmentofEducationalAchievement(NAEA)ofSouthKorea(OkkyongYoon,InjeongJo-copresentation)

session1 1 JosephStoltman TrendsinInternationalGeographyAssessmentStudy(TIGAS):BuildingaConsensussession1 2 JuditPéterfi CastleUtilizationintourismandsettlementdevelopment–primaryimpactassessmentof

SomogyCounty'scastlehotelssession1 2 ViolaKarsai DualinterpretationofurbanizationinHungaryandinEastCentralEuropesession1 2 IvanaVyslúžilová NewParadigmoftheEuropeanUrbanAreaduetoEconomicGlobalizationand

TechnologicalRevolutionsession1 2 RyoIizuka Thepotentialofeducationintourismgeography:Acasestudyofthedevelopmentand

preservationofruralityinfoodtourismintheWesthoekregion,Belgiumsession1 3 DávidSümeghy SocialcohesionandtheradicalrightinSkånesession1 3 SayedRafeeHashemi ThemigrationofAfghansinthelastdecadeanditschallengessession1 3 GerryO'Reilly FacingChallenges:AligningGeography,GeopoliticsandHumanitarianActionsession1 3 YilmazAri CommemorationsandIdentity:CulturalGeographiesofGallipoliCommemorationssession1 4 MaríaLuisadeLázaroy

TorresGeographicalEducationandSustainableDevelopmentGoals

session1 4 TeresaSadoń-Osowiecka Tobetterunderstandingtheworld-avaluehumanisticapproachtoschoolgeographysession1 4 RamónMartínez-

MedinaSustainabilityinSpanishschoolgeography:ananalysisofprimaryeducationtextbooks

session2 1 KittiMasinka SegregationandruralslumsinHungary-opportunitiestoreduceinequalitiessession2 1 ToshioKikuchi CommodificationofRuralSpaceswiththeDevelopmentofUrbanFarminginthe

VancouverMetropolitanArea,BritishColombia,CANADAsession2 1 LucZwartjes SEED:SmartEntrepreneurialEducationandtraininginDigitalfarmingsession2 1 JohannNikolausJanssen InvestigationsoftheDevelopmentandImportanceoftheMarineSaltProductioninSicilysession2 2 TalYaar Borderingontheimpossible:Teaching(geographical)boundariesintheIsraelieducation

systemsession2 2 NinaScholten GeographyTeacherNoticingDuringInstruction:differencesbetweennovicesandexpert

teacherssession2 2 AnSteegen Fosteringstudentsgeographicsystemsthinkingbyenrichingcausaldiagramswithscalesession2 3 GerryO'Reilly GeographicalPerspectives:SpacesofMemory-MemorializationandDemocratizationsession2 3 YilmazAri UsingGallipoliCommemorationsin(re)constructingcollectiveidentityinschools:The

caseofBalıkesirHighSchoolsession2 3 VeitMaier Viveledébat–spatialplanningingeographylessonsanditscontributiontodemocracysession2 4 GregorConstansFalk WorkingwiththeGeowindow-Acriticalreflectionsession2 4 NatiKranot theAnnualFieldTripinIsrael-TheRoleandPlaceofGeographyTeachersand

GeographicalEducationinthe21stCenturysession2 4 TerezaČešková,Darina

MísařováTheconceptionsofthegeographicalfieldworkatprimaryandlowersecondaryschool

session2 4 KarlDonert StoryMapping:practicalgeographytoreduceearlyschoolleavingsession3 1 MareikeSchauss Epistemologicalbeliefsinclimatechangeeducation–initialevaluationofaschoolprojectsession3 1 ClaudiaLindner GeographyisSTEM!AugmentingRealitytoConveyPhysicalGeographyandRemote

SensinginClasssession3 1 MassimoDeMarchi Geovisualizationoftheenergytransition:climatechange,unburnablefossilfuelsand

geographicalchallengessession3 1 MichaelLeuchner An'in-depth'analysisofdropsizedistributioninforestcanopiessession3 1 SumitaGayen SeismicHazardScenarioofMalagaProvince,Spainsession3 2 MaríaLuisadeLázaroy

TorresTheTPACKmodelenhancesGISasatransversalsubjectinteachingGeography(MYGEOproject)

session3 2 LenkaHavelková Eye-trackingingeographyeducationresearch:acasestudyofstudents’strategiesduringananalysisofthematicmaps

session3 2 BriceMora TheRUSService:supportingSentineluserswithfreeresources.session3 2 StelianDimitrov,Kliment

Naydenov,DimitarZhelev,GeorgiBardarov

Newgeospatialtechnologiesrequirenewskillsandknowledge:theneedofupgradeofgeographycurricula

session3 2 LedaAlmeida Useofgeotechnologiesandterritorialrepresentationbythepedagogicalresidenceinbasiceducation.

session3 3 RahmanNurković STEMEducationinteachingGeographyinBosniaandHerzegovinasession3 3 MariaHelenaEsteves WhataboutGeographytextbooks?Portugueseteachers'sviewsandactionssession3 3 GlorianneBorgAxisa TheStateofSchoolGeographyinMalta:ChallengesandProspectssession3 3 DubravkaSpevec,Ruzica

VukDoesgeographyeducationinCroatiarespondstoneedsofcontemporarysociety?

session3 3 EmanuelaGamberoni PrimaryschoolandCitizenshipeducationinItalysession3 4 MichaelaLindner-Fally GI-Learner:Creatingalearninglineonspatialthinkingsession3 4 RafaelMiguelGonzalez Geographyeducationandcompetences-basedcurriculumsession3 4 MichaelSolem PowerfulGeographysession3 4 TaiyoYagasaki TheRoleofSchoolDistrictintheReconstructionProcessofCoastalCommunitiesafter

theGreatEastJapanEarthquake:ACaseStudyofUrashimaofKesennumaCity,MiyagiPrefecture,Japan

session3 4 BruceTamagno GeographyTeachersandGaia:Shocktroopsofconservationorharbingersofgloom?

session3 4 KarlDonert GeoCapabilities3:aprojectdevelopingcapabilitiesforsocialjusticeintheGeographyclassroom

session4 1 JesusGranadosSanchez Scalesofcommitment:academicsandtheircontributionstotheSDGssession4 1 IrinaRodionova AspectsofCartographicMaterialsUseinTeachingWorldIndustryDevelopmentTrendsat

Universitiessession4 1 IrinaRodionova Methodsofcollectingandanalyzingstatisticsoncross-countryenergyexportandimportsession4 1 LucZwartjes MyGeo:fosteringtheemployabilityofstudentsinhighereducationthroughpromoting

theacquisitionofkeyskillsrelatedtotheuseGIS-toolssession4 2 SebastianSeidel Experiencingpolitical-geographicalconceptsineverydaylife:pupilsandtheirborder

experiencesandconceptswhileplayingvideogamessession4 2 DmitriiSidorov Onlinegeographycourses:learningthestudentssession4 2 ThomasJekel GeomediaContributionstoHolocaustEducation:apreliminaryevaluationsession4 2 GuyMartinRobinson Usinggamesingeographicalteaching:Computers,boardsandrole-playsession4 3 OkkyongYoon TeachingmethodologiesforapopulationunitinUSAPHGclasssession4 3 InjeongJo TheKnowledgeBaseforGeographyTeaching(GeoKBT):APreliminaryModelsession4 3 JohannNikolausJanssen TeachingGeographyinchallengingtimesfromstudentsperspectives

session4 3 JaroslavVávra Teachingandlearninggeographythroughtheconceptofplace,Liberecapproach,Czechia

PaperAbstractsFamilyname

Institution Papertitle Paperabstract

Almeida SaoPauloStateUniversity-UNESP

Useofgeotechnologiesandterritorialrepresentationbythepedagogicalresidenceinbasiceducation.

Presentinglessandlessinvestmentbothinschoolstructuresandinteachertraining,thepedagogicalresidencyprogramwaslaunched.Theobjectiveofthisprogramistoimprovethetrainingofundergraduatestudentsofteachingcourses,developingarelationshipbetweenthetheoryseenintheuniversityandtheprofessionalpractice,directlyintheschoolenvironment.Recognizingthedeficienciesandqualitiesoftheschool,itcanbeverifiedaneedforelucidationofregionalaspectsandclosetotherealityofthestudentthataimtoassistinunderstandingthespaceasawhole.TheobjectiveistousethemodelasanaidintheteachingofGeography,aimingtobringtherealityofthestudenttotheclassroomusingpracticalexamplesandclosetotherealityofeachoneontheriverofthelivedregion.

Ari BandirmaOnyediEylülUniversity

UsingGallipoliCommemorationsin(re)constructingcollectiveidentityinschools:ThecaseofBalıkesirHighSchool

TheGallipoliWarhasbeeninstrumentalinconstructingidentitiesinseveralcountries.Multiplenationshaveheldcommemorativeactivitiesindifferentcontinents.Eachofthecountrieshasusedthehistoricaleventforvariouspurposesindifferentcountriesindifferenttimes.CommemoratingtheGallipoliWarinTurkeyhasservedfordifferentpurposesovertime,reflectingvariousideologiesandagendasofthecommemorators.TheremembranceactivitiesinTurkeystartedin1916justafterayearoftheWarintheGallipoliPeninsula.However,commemorationshavenotconfinedtothepeninsulaonly,spreadingoutstartingfrom1916.Thisresearchdealswiththereflectionanduseofthecommemorationsinschoolsandschooltextbooks.ThecaseofBalıkesirHighSchoolwasusedtoinvestigatetheeffectsofcommemorationsinbuildingcollectiveidentity.BalıkesirHighSchoolhadnograduatesinrecordsin1915becauseallthefinalyearstudentswenttoGallipoliandneverreturned.Thisisoneofthemostsignificanteventsinthe135yearshistoryoftheschool.HowandtowhatpurposetheparticularlinkagewiththeGallipoliWarhasbeenusedto(re)constructidentityovertheyearsinschool.Itisimportanttounderstandhowthiseventisusedtocreateanideologyandtoinheritbythenewgenerationofstudentsinthoseschoolsandinthecommunitiesatlarge.

ARI BandirmaOnyediEylülUniversity

CommemorationsandIdentity:CulturalGeographiesofGallipoli

Placesofcommemorationsareimportantintermsofsocial,politicalandculturalvaluesandrealities.Studyingthecommemorationpracticesisamultidisciplinaryendeavourandgeographersareinterestedinthelocational,spatialandmaterialaspectofcommemorations.Thisresearchdealswithhowthediscoursesofthepastareconstructed

Commemorations sociallyandexpressedmateriallyinGallipolicommemorationswithaculturalgeographicperspective.Gallipoliisaplacewheremultiplenationshavecommemoratedantagonistichistoriesinthesameplaceformanyyears.Thesanctityofseveralsiteshasbeenreinforcedovertheyearsbytheconstructionofadditionalmonumentsandmemorialsatthepeninsula.However,commemorationshavenotconfinedtothepeninsulaonly,spreadingoutstartingfrom1916.Multiplenationshaveheldcommemorativeactivitiesindifferentcontinents.ThisresearchdealswiththespatialaspectofthecommemorationsthroughoutTurkeyhistoricallytounderstandthepurposesthecommemorationshaveservedthroughthetimebylookingattheintensityofcommemorationsindifferentplacesandtimes.Thisrequiresanunderstandingoftheoriginsofandprocessesthroughwhichthecommemorationactivitieshavediffusedinthecountry.Thepublishedresearch,memorials,andarchivalmaterialswereexaminedtodeterminethespatialdimensionofthecommemorations.Thecommemorativeactivitiesindifferentcitiesandtimeswereexaminedtodeterminethesignificanceoftheeventsforthelocalcommunitiesandbeyond.Particularemphasiswasgiventotheschoolsthathavenograduatesinrecordsin1915becauseallthefinalyearstudentswenttoGallipoliandneverreturned.Itisimportanttounderstandhowthiseventisusedtocreateanideologyandtoinheritbythenewgenerationofstudentsinthoseschoolsandinthecommunitiesatlarge.Keywords:Gallipoli,Commemorations,placeandidentity,culturalgeography,WWI

BorgAxisa UniversityofMalta

TheStateofSchoolGeographyinMalta:ChallengesandProspects

Geographyisacoreentitlementtostudentsthroughoutcompulsoryschooling(MEDE2012)inMalta.However,asinmanyEuropeancountriesthepresenceofGeographyinschoolsisthreatened(Donert,2007,Uhlenwinkeletal,2017)consideringalsothatinseveralinstances,locallytherelevanceofasubjectinschoolisoftenequatedtoemployabilityopportunitiesratherthantoitsbroadereducationalvalue.SeveralreformswithintheeducationsystemoverthepastdecadehaveaffecteddirectlyschoolGeographyincludingthereductioninthenumberoflessonsperweekandthechangeinpolicyregardingthelanguageofinstruction.Thisreflectsthatpolicy-makersmayhaveatraditionalviewofGeographyanddonotseeitspotential.TheevaluationofthestateofschoolgeographywithintheMaltesecontextisnotconsideredonlyintermsofthenumerousbarriersidentifiedbyteachersofgeographyduetotheimposingstructuredsystemtheyhavetooperatein,butalsointermsoftheteachers’understandingofGeographyeducation.Thisunderpinstheteachers’roleas‘curriculummakers’ass/hedecideswheretotakethelearners.Thestudents’engagementwith

geographicalknowledgedependsontheteachers’pedagogicchoicesandapproach,whetheritwillreinforcethetraditionalperceptiontowardsthesubjectasinfallibleknowledgebasedonrecallorwhethertoinvolvethestudentsintheteaching-learningprocessthrough‘geographicalthinking’.ThechallengesandaffordancesforGeographywithintheschoolcontextinMaltawereresearchedthroughamulti-methodapproachamongteachersofgeographyinStateSchoolsnamely;surveys,interviewsandfocusgroupdiscussions.Overall,teachersfeelhelplessatthechallengesraisedbythesystemitself.Howeverwhenitcomestotheteaching-strategiestoadoptinclass,theirpositionsvary.References:Donert,K.,2007.AspectsofthestateofGeographyinEuropeanhigherEducation.Liverpool,HERODOTNetworkforgeographyinhighereducation.MinistryForEducationandEmployment,2012.ANationalCurriculumFrameworkforAll2012,Malta:MEDE.Jackson,P.,2006.ThinkingGeographically.Geography,91(3),pp.199-204.Lambert,D.andMorgan,J.,2010.TeachingGeography11-18,AConceptualApproach.s.l.:OpenUniversityPress.Uhlenwinkel,A.,Béneker,T.,Bladh,G.,Tani,S&Lambert,D.(2017)GeoCapabilitiesandcurriculumleadership:balancingtheprioritiesofaim-basedandknowledge-ledcurriculumthinkinginschools,InternationalResearchinGeographicalandEnvironmentalEducation,26(4),pp327-341.

Češková,Mísařová

MasarykUniversity,FacultyofEducation,Dep.ofGeography

Theconceptionsofthegeographicalfieldworkatprimaryandlowersecondaryschool

Duringthepast50years,theformsoffieldworkhavedevelopedfromconventionalfieldexcursionsthroughfieldresearchbasedonhypothesestestingtoinquiry-basededucation.Fieldworkcontributestothedevelopmentofallpupils’keycompetences,tolinkingtheoreticalknowledgeandpracticeaswellastothedevelopmentofnaturalphysicalactivityandhealthylifestyle.Ifthefieldworkshouldwork,itisnecessaryforaschooltohaveacoherentsystem–aconceptionwhichwouldtakeintoaccountthespecificsoftheschoolsurroundings,itsspecializationandtype.Theconceptionshouldalsoallowforthecontinuitywithregardstothecurriculumanditsprogression,fortheinterconnectionoftheindoorandschoolinstruction,andforlinkingofcurrenttopicswithfieldworkintheactualsurroundings.Theaimofthepaperistopresenttheoptimal(i.e.comprehensiveandcoherent)conceptionoffieldworkingeographicalcurriculumforprimaryandlowersecondaryschool.The

procedureofdesigningtheconceptionoffieldworkaswellasconcreteexamplesofarrangingthefieldworkintogeographicalcurriculumatprimaryandlowersecondaryschoolwillbepresented.ThispaperintroducespartialresultsofappliedresearchprojectsupportedbyTACR.

Chang NanyangTechnologicalUniversity,NationalInstituteofEducation,Singapore

Keynote:LearningGeographyinChallengingTimes–learningtoknow,learningtodo,learningtolivetogetherandlearningtobe.

Teachinggeographyhasneverbeenmorechallenging.TheUnitedNationsEducational,ScientificandCulturalOrganization(UNESCO)seventeenSustainableDevelopmentGoals(SDG)for2030,outlinetheaspirationsofabetterworld“ofthepeople,bythepeopleandforthepeople”(UNESCO,2015).Unfortunatelytheaspirationforthese17goalsalsodescribesomeofthekeychallengestohumanitytoday.Setagainstrapidlyevolvinganduncertainissuesinenvironment,economyandsociety,geographyeducatorshavetounderstandtheneedsofourlearnersinordertoteachthemwell.Geographyisconcernedwithaskingquestionsof“Whereisit?”,“Whatisitlike?”,“Whyisitthere?”,“Howdidithappen?”,“Whatimpactdoesithave?”and“Howshoulditbemanagedforthemutualbenefitofhumanityandthenaturalenvironment?”(CommissiononGeographicalEducation,1992p.5).Indeed,schoolgeographycurriculahavebeenkeepingabreastwiththesefast-changingissuesthataffecthumankind.Theseincludeincreasedfocusontopicssuchasenvironmentalchangeandglobalisation.Buteducationisnotjustaboutteachingknowledge.The'DelorsReport'of1996toUNESCOoftheInternationalCommissiononEducationforthe21stcenturywaspremisedonaholisticandintegratedvisionofeducationbasedonthefourpillarsoflearningtoknow,learningtodo,learningtobeandlearningtolivetogether.Thisvisionresonateswiththeaspirationsofgeographicaleducationforthe21stcenturyasoutlinedinthe2016InternationalCharteronGeographicalEducation.GoodteachingandlearningofGeographyshouldconsiderthedimensionsofcurriculumdesign,instructionaldesignandresourceprovision,aswellasassessmentforsuchlearningactivities.Thespeakerwillusevariousexamplesfromhisencountersasateacherintheclassroom,geographyeducationresearcher,editorofageographicaleducationjournalandaleaderinageographicalassociationtoillustratehowgeographicaleducationshouldandcanpreparechildreninlearningtoknow,learningtodo,learningtobeandlearningtolivetogetherforchallengingtimesahead.

DeMarchi UniversityofPadova-MasterGIScience

Geovisualizationoftheenergytransition:climatechange,unburnablefossil

Climatechangeisthebiggestchallengeforcurrentandfuturegenerationsintheareaofsustainability,asreaffirmedinthe13thobjectiveoftheSustainableDevelopmentAgenda2030.Ensuringaccesstoaffordable,reliable,sustainableandmodernenergyforall(objective7of

fuelsandgeographicalchallenges

the2030Agenda)meansovercomingthecurrentenergysystemthatcontributes60%oftotalgreenhousegasemissions(UN,2017).McGladeandEkins(2015),inanarticleinNaturein2015,estimatethat,tolimitthetemperatureincreaseto2°C,over80%ofcoal,50%ofgasand30%ofreservesofoilshouldremainstoredinthesubsoil;theyalsoshowhowtheuseofallavailablehydrocarbonreserveswouldproduceemissionsof11,000Gt,wellabovetheestimatedrangeof870-1,240Gtfortheperiod2011-2050.Globally,onlyonepoliticalexperimentwascarriedout,between2007and2013,intheYasuníNationalPark(Ecuador),toleavethehydrocarbonsunderground,withthesimultaneouscreationofaninternationalcompensationfund.Althoughtheinitiative,calledYasuní-ITT,wasthenabandoned,theideaisstillthesubjectofreflectionbythescientificcommunityandcivilsocietywhocreatedtheneologismYasunisación.Leavingfossilfuelundergroundbycombiningdifferentpointsofview:fromageographicalperspectiveindefiningcriteriatochoose"where"toleavefossilfuelsunderground;topoliciesandinitiativesaimedatreducingtheproductionoffossilfuels;totheeconomicdimensioncapableofhighlightingthetotalcostsofhydrocarbonproductionandthecostsnecessaryfortheenergytransition.

Dimitrov,Naydenov,Zhelev,Bardarov

SofiaUniversity"St.KlimentOhridski"

Newgeospatialtechnologiesrequirenewskillsandknowledge:theneedofupgradeofgeographycurricula

Thedevelopmentofgeospatialtechnologieshasalwaysbeenoneofthemaindriversofthedevelopmentanddiversificationofgeographicknowledge.However,duringthelast10years,thishasbecomeparticularlyintense,withtheintroductionoftechnologiessuchasonlineGIS,unmannedaerialsystemsandmobileGISapplications,requiringmoreandmoreexpansionoftechnicalandtechnologicalskillsofprofessionalgeographers.Ontheotherhand,thedevelopmentofthesetechnologiesensureslikeneverbeforeaccesstoadequatedataandinformationresources,whileallowingresearchtofocusonmicro-spatiallevels,whichinturnleadstotheenhancementofthepracticalaspectsofgeographicscience.Thisarticleaimstopresentandopendiscussionaboutthenecessarychangesingeographicuniversityeducationinviewoftherapidandaccelerateddevelopmentofgeo-spatialtechnologies.Theopportunitiesforprofessionalrealizationofthegraduatesofgeographicprogramsarerelatednotonlytothedevelopmentofgeospatialtechnologiesbutalsototheneedsofsolvingtheeverydaysocietalproblems,requiringthe"delivery"ofgeographicknowledgeandinformationinacertainvolumeandquality.

Donert EUROGEO GeoCapabilities3:aprojectdeveloping

Acapabilitiesapproachrepositionsthecontributionofthediscipline(geography)totheeducationofyoungpeoplewithinacapabilitiesframework.Itderivesfromtheoriginalwork

capabilitiesforsocialjusticeintheGeographyclassroom

ofAmatyaSenandMarthaNussbaumonwelfareeconomicsandisanattempttotakecapabilityprinciplesandlocatethemwithinageographyeducationcontext.Powerfuldisciplinaryknowledge(PDK)isfundamentaltotheGeoCapabilitiesapproach,yetteachersinmorechallengingschoolshavebeenfoundtobeconstrainedintheirabilitytoenacta‘powerful’curriculumwhichmaytransformyoungpeople’slives(seeMitchell,2015).ThispresentationwilllookattheintentionofGeoCapabilities3,whichistosupportteachersindevelopingtheircurriculummakingcapacityandinsodoingenablethemtoengagewithimportantcurriculumquestionssuchaswhatkindsofgeographicalknowledgearetaughtinschools,whodecidesandwhy,andwhatkindsofpedagogiesareneededtoteachpowerfuldisciplinaryknowledge(PDK)tostudents.SubjectleadershipisakeyprincipleofGeoCapabilitiesandtheprojectaimstodeveloptheassociateteachersascurriculumleaderswhowillsupportothergeographyteachersinsimilarcontextsintheircountriestouseGeoCapabilitiestoenhancetheirgeographyteaching.Throughdevelopingcurriculumleadershiptheprojectwillgenerateasustainablemomentum,whichwillcarryforwardastheassociateteachersworkwithotherteachersinfuture,disseminatingtheGeoCapabilitiesapproach.

Donert EUROGEO StoryMapping:practicalgeographytoreduceearlyschoolleaving

ThispaperdescribestheroleofStorytellingwithMapsinsupportingyoungpeoplewhoareatriskofleavingschoolearly.ItdiscussestheTellYourStoryandMyStorymapProjectsandtheimpactofencouragingstorytellingofsecondarystudents

Esteves UniversidadedeLisboa,InstitutodeGeografiaeOrdenamentodoTerritório

WhataboutGeographytextbooks?Portugueseteachers'sviewsandactions

ThisresearchaimsatunderstandinghowPortugueseGeographyteachersusetextbooksintheclassroomandhowtheyperceivetheirimportanceforstudents.ItwasalsoimportanttoresearchhowtextbooksshouldadapttonewchallengesrelatedtoSchoolGeographyinPortugal.

Falk UniversityofEducationFreiburg

WorkingwiththeGeowindow-Acriticalreflection

TheaimoftheGeoWindowprojectwastodevelopsuchadeviceforteaching“applied”Geography.Itoffersageneralinfrastructuretocreatemodelsingeographiccontextscometolifeeasilyandquickly.Itisa“testtube”forvisualization,notonlyofstaticimagesbutalsotodisplayprocessesintheEarthsystem.ThepaperwillanalysedidacticalprosandconsofthepracticalimplementationoftheGeowindow.Eventually,wewillprovideashortdemonstrationofhowtousethedevice.GregorC.FalkandMathiasFaller

Gamberoni Universityof Primaryschooland Thispaperdiscussestherelationshipbetweengeographyeducationandcitizenship

Verona CitizenshipeducationinItaly

educationinItalianprimaryschool.Inparticular,ananalysisofthemeaningoftheconceptofcitizenshipwillbecarriedoutconsideringboththeItaliannationalguidelinesandthenewemergingsceneriesinordertounderstandtheimplicationsoftheeducationtotheglobalcitizenship.Thiswillbepursuedbyanalyzinghowgeographicaleducationcouldbeausefultooltofacethistopic.Someexampleswillbeprovided.

Gayen UniversidaddeSevilla

SeismicHazardScenarioofMalagaProvince,Spain

Earthquakesaregenerallyconcentratedintheedgeregionsofplateofthewholeworld.SpainisconsideredasacountryofmoderateseismicactivitycomparedtootherMediterraneancountries.Theseismicactivityismoreintenseinthesouth-eastpartofSpain.Malagaprovinceissituatedinthesouth-eastpartofSpainandneartheboundarybetweentheAfricanandEurasianplates.Malagahasexperiencedmanyearthquakesinthepastandsufferedseveredamagebystrongearthquakes.Tomeasuretheeffectofanearthquakeontheground´´peakgroundacceleration(PGA)´´iscommonlyused.ThePGAisthelargestincreaseinvelocityrecordedbyaparticularstationduringanearthquake.ThepurposeofthisworkistocreateseismiczonemapofMalagaprovincedependingonPGA(returnperiodof475years),whichisimportantforassessingthehazardandurbanregionalplanninginearthquakeareas.Theresultshowsthatvulnerabilityofearthquakeintheprovinceincreasesfromwesttoeast.Keywords:Earthquake,peakgroundacceleration,seismiczoneSumitaGayen(1),Dr.IsmaelVallejoVillalta(1),Dr.Sk.MafizulHaque(2)(1)DepartamentodeGeografíaFísicayAnálisisGeográficoRegional,UniversidaddeSevilla,Spain(2)DepartmentofGeography,UniversityofCalcutta,India

GranadosSanchez

UniversityofGirona

Scalesofcommitment:academicsandtheircontributionstotheSDGs

Theaimofthepaperistopresenttheresultsofaresearchstudyaboutthecontributionofagroupofuniversityteachersandprofessorstothesustainabledevelopmentgoals(SDGs).TheresearchaskedtheparticipantstoidentifytheircontributiontotheSDGsinsixdifferentscales:personalactionsintheordinarylife;professionalactionsatclassroomlevel(curriculumandpedagogy);professionalactionsasamemberoftheFacultyandtheUniversity(howdoyoucontributetotheSDGsinyouinstitution,aspartofthestaff?);thepersonalcommitmentwiththecommunity;theroleoftheunivesity,asinstitution,tobringtheSDGsintotheuniversitylife(forstudents,staffandothers,oncampus);theuniversityengagementwithitscommunity(howtheuniversityasinstitutioniscontributingtotheSDGsinitscommunity).

HASHEMI MARMARA Themigrationof GeopoliticalfactorsarethemigrationofAfghans,oneofthepublicissuesintheworld.And

University Afghansinthelastdecadeanditschallenges

now,thephenomenonofmigrationhasbecomeoneoftheproblemsintheworld.Itforcestheboundariesofnations.Andunderwhatconditionsarethecountriesconsideredtobeintentionalorunintentionalatthehighlevelofimmigration.Isthismigrationatightlinktotheissuesofethnictextureatnationallevel?WhyrelativesWhydoAfghantribesmigratetoethnic,neighboring,regionalandregionalregions?Onthisoccasion,Iwantedtoexaminethemigrationintermsofgeopoliticalfactors.

Havelková CentreforGeographicalandEnvironmentalEducation,FacultyofScience,CharlesUniversity

Eye-trackingingeographyeducationresearch:acasestudyofstudents’strategiesduringananalysisofthematicmaps

AsaconsequenceofthewideavailabilityofGISsandthelargevolumeofdata,therehasbeenanincreaseintheuseofmaps,thematicmapsinparticular,forthedepictionofspatialinformation.Eventhoughsignificantprogresshasbeenmadeinresearchintomapworkoverthelastdecades,thereisstillaneedforaninvestigationintothecognitivemechanismswhichunderliemapwork,specificallythestrategiesusedwhenworkingwithmaps.Therefore,thepresentedstudyhasbeenfocusedonthestrategiesusedduringananalysisoffourtypesofthematicmapsonthebasisoftheuseofeye-trackingtechnology.Eventhoughtherearevariousmethodologicalapproachesforinvestigatingstudents’strategies,itistheeye-trackingthatisbecomingmoreandmorefrequentlyusedforidentifyingthem.Theresultsoftheexperimenthavehelpedtosupplementandexpandcurrentunderstandingofstudents’processofsolvingtasksrequiringthemapanalysis.Itisapparentthatthestrategiesselectedwhenanalysingmapsarehighlyindividualised.Furthermore,theyaredistinguishedbyfrequentflittingoftheeyesbetweentheindividualpartsofthetask.Ontheotherhand,itisapparentfromtheresultsoftheeye-trackingexperimentthattheparticipants’strategyefficiencyincreasedduringthetesting.Atthesametime,themostfrequentlyutilisedsequencewas:taskinstruction→map→(scale/northarrow)→(legend)→possibleanswers.

Iizuka ShumeiUniversity,Japan

Thepotentialofeducationintourismgeography:AcasestudyofthedevelopmentandpreservationofruralityinfoodtourismintheWesthoekregion,Belgium

Forthelastseveraldecades,touristinterestshavediversified,andruralitiesderivedfromtraditionalculturesandlifestylesarevaluedastourismresourceswithauthenticity.Forfoodtourismdependingonsuchruralresources,howruralitiescommodifydirectlyaffectsthequalityoftourismitself.Moreover,inthefieldoftourismgeographyeducation,practicesoffoodtourismareseenascasestudiesforunderstandinglocalareas.Thus,thispaperexplorestheprogressofthecommodificationofruralitiesthroughthedevelopmentoffoodtourismusingtraditionalcultureandlifeinWest-FlandersintheWesthoekregion,aruraltouristicareainBelgium.Theapplicationofthecasestudyforeducationintourismgeographyissubsequentlydiscussed.Specifically,thedevelopmentprocessofpromotionsandprogrammesforfoodtourismintheWesthoekregionisoutlined,andtheexpressionsof

thecommodificationofruralityinpublicmaterials,brochuresandhomepagesarereviewed.Further,themeansofofferingruralityasacommodityarecapturedfrominterviewswithrelatedactors.Consequently,intheWesthoekregion,thecommodificationofruralityateachstageofthefoodsupplychainfromproducertofoodserviceindustryistakenandconsumedbytourists.Thatsituationmakestheregionastrongandsophisticatedfood-touristareaandisillustrativefortourismgeographyeducation.

Janssen EGEA-EuropeanGeographyAssociationforStudentsandYoungGeographers

InvestigationsoftheDevelopmentandImportanceoftheMarineSaltProductioninSicily

Theproductionofseasaltfromseawateristheoldestwayofsaltproductionintheworld.IthasbeenandisstillverycommonalongthecoastsoftheMediterraneanSea.ThePhoenicianswerethefirsttoconstructpondsfortheseasaltproductionatthewesterncoastofSicily,afewcenturiesbeforeChrist.TheproductionexpandedaroundthewholeislandofSicily,butnowadaystherearejustafewsaltworksleft,whichstillproduceseasalt.Whathappenedtomostofthesaltworks?Howaretheremainingsaltworksused?Whichimportancehastheproductionofseasaltnowadays?Whatotherecosystemservicesdothesaltworksprovideandhowwilltheydevelopinthefuture?TheresearchgivesanswerstothosequestionsbyconcentratingonthedevelopmentofthesaltworksofTrapaniandMarsalaatthewestcoastofSicilyinthelastthirtyyearsandtheirimportancefortheregionandthepeopletoday.References:JANSSEN,J.N.(2018):UntersuchungenzurEntwicklungundBedeutungderMeersalzgewinnungaufSizilien.Hannover,S.33BERGIERJ.-F.(1989):DieGeschichtevomSalz.Frankfurt/M.,255S.BUFALINOG.(1988):SalinediSicilia.Palermo,204S.D’ALÌSTAITI,G.(2015):Lasalicolturaeilsuopaesaggio:unarisorsaeconomica,naturalisticaeun’opportunitaperunturismosostenibile.In:ROTARYCLUBMARSALALILIBEO-ISOLEEGADI(Hrsg.):LoStagnonediMarsala.RisorsaNaturaleePaesaggisticaperun’EconomiaSostenibile.Marsala.MANAGUERRAM.(2013):SalineeSalinai.Marsala,135S.MANUGUERRA,G.B.(1996):LesalinediPaceco.Palermo,127S.MONDINI,G.(1999):LeSalinedellaProvinciadiTrapani.Trapani,60S.

Janssen EGEA-EuropeanGeographyAssociation

TeachingGeographyinchallengingtimesfromstudentsperspectives

AsastudentandmemberofEGEA-EuropeanGeographyAssociationforStudentsandYoungGeographersIwouldalsoliketocontributetothemainthemeoftheconference"TeachingGeographyinchallengingtimes".BeingalsochairmanofGeoDACH-VertretungDeutschsprachigerGeographiestudierender

forStudentsandYoungGeographers

e.V.(officialrepresentationofgermanspeakingstudentsinGermany,AustriaandSwitzerland)IamconstantlydealingwithquestionsaboutthefutureofGeographyingeneralandespeciallyatuniversities.AsanassociationwerecentlypublishedapolicypaperonwhatGeographyshoulddotoimproveitsimpactonsociety."Geographiehasto......takeresponsibility...beshapedactively...workinterdisciplinary...workinclusive...scrutinizecritically...emphasizeenvironmentalandclimaticaspects...underlineitsrelevanceasaschoolsubject...sharpentheawarenessforman-environmentrelationships...participateactivelyinpublicdebates...supportopen-mindedandtolerantdiscourses"Source:http://geodach.org/wp-content/uploads/2018/12/GeoDACH-Beschluss-Positionspapier-Kiel-ist-tot-Lang-lebe-Kiel.pdfInadditiontothis,EGEAenablesmeregularexchangeswithstudentsfromalloverEurope.ThroughthoseIgetinsightsonverydifferentchallenges,GeographyandespeciallyteachingGeographyfacestoday.Iwouldbemorethanhappytoparticipateandsharemyexperiencesasastudentinpanels,discussionsorothersessionswhichdirectlyreferto"TeachingGeographyinchallengingtimes".

Jekel UniversityofSalzburg

ThomasJekel&KatharinaWöhs,GeomediaContributionstoHolocaustEducation:apreliminaryevaluation

Avarietyofgeomedia-basedplatformshaverecentlybeendevelopedwhichmakespecificaspectsoftheholocaustaccessibleonhandhelddevices.Theseincludesimpledatabases,asinthecaseofMementoVienna(Schellenbacher2017),thatrelaycartographicaccesstousers,aswellaspedagogicallymoreelaborateconceptswhichincludethere-writingthehistoryofplaces(Wöhsetal.2018;Gordon,Elwood&Mitchell2016).However,fewoftheselearningenvironmentsincludeanevaluationofthestudentexperience.Thispresentationencompassestwoconceptionsofgeomedia-basedholocausteducationinthecitiesofViennaandSalzburg,whichcombinegeo-databaseswithwikis.Itreportsanexploratoryevaluationoftheseplacesofremembranceinapracticalapplicationofalocalfieldcourseandonqualitativeinterviewswithsecondarystudents.

Jo TexasState TheKnowledgeBase FundedbytheNationalCenterforResearchinGeographyEducation,thisstudyinvestigated

University forGeographyTeaching(GeoKBT):APreliminaryModel

thenatureoftheknowledgeneededforgeographyteaching.Informedbyexistingresearchaboutscienceandmathematicsteachers’pedagogicalcontentknowledge(PCK),theresearchgroupdevelopedaconceptualmodeloftheknowledgebaseforgeographyteaching,identifyingitssixkeycomponents.Theconceptualmodelwasrefinedandrevisedaccordingtotheresultsofcasestudiesoffourexpertgeographyteachers.Theresultingpreliminarymodel(GeoKBT)isofferedtothegeographyeducationcommunitytoinformbothgeographyteachereducationandfurtherresearchongeography-relatedpedagogicalknowledge.

Karsai UniversityofPécs

DualinterpretationofurbanizationinHungaryandinEastCentralEurope

Obviously,thewholeworldisurbanizing,havingadifferentpaceandcharacterinbothtimeandspace.East-CentralEuropecanalsobecharacterisedbyaspecificurbanisationduetoitssocial,economicandhistoricbackground.Urbanisationtookplaceinthisregioninadelayedanddistortedform,andthecentrallyplannedpost-warperioddidnothelptoreducethelaginthatrespect.Lookingatthefigures,Hungaryishighlyurbanised,comparabletothewestofthecontinent;however,theurbanquality(e.g.builtinenvironmentorlifequality)isfarfromthedesireddevelopedcountries’attributes.Havingatownorcityrankislessandlessimportantinthewest,whileintheEasternpartofthecontinentwestillexperienceahigherprestigeoftherank,peoplethinkthatatownorcitywouldofferbetterqualities.Thefast-pacedurbanization,whichtookplaceinthisspecialsituationanditstwointerpretationsgiverisetotensionsatmanypoints:"urban"and"villager"livingtogetherinasettlementwhichisstilldevelopingbetweenthetwoextremes.TheaimoftheresearchistopresentthecontradictionsoftwoaspectsofurbanizationinHungary,whicharegeneratedinpartbythespecialassociationsregardingthemeaningoftheterm”urban”.

Kikuchi TokyoMetropolitanUniversity

CommodificationofRuralSpaceswiththeDevelopmentofUrbanFarmingintheVancouverMetropolitanArea,BritishColombia,CANADA

Thisstudyaimedtoclarifythecommodificationofruralspacesinrelationtothedevelopmentofurbanfarming,focusingontheconceptofcommunitygardensintheVancouvermetropolitanareainthedistrictofBritishColumbiainCanada.UrbanagricultureintheVancouvermetropolitanareadifferedfromsuburbanagriculture,astheemphasiswasplacedonmaintaininggreenspacesandleisurespacesascommunitygardensratherthanasspacestoproduceagriculturalproductsforfoodsupply.Consequently,theexistenceofcommunitygardenshasbecomeanodethatconnectsurbanity(urbanlikeness)andrurality(ruraldistinctiveness)inthesuburbsofthemetropolitanarea,particularlythecommunitygardensofRichmond.

Kranot UniversityofHaifa

theAnnualFieldTripinIsrael-TheRole

"Onceayear,everyclasswilltakealongfieldtrip,thegoalofwhichistoknowthelandinanexperientialway"(TheIsraeliofficialcurriculuminGeography,1959).

andPlaceofGeographyTeachersandGeographicalEducationinthe21stCentury

TheAnnualFieldTripinIsraelisauniqueeducationalphenomenon,beinganobligatoryoutdooreventinthepubliceducationalsystemfrom1stto12thgrades.Itwascreatedandmoldedmorethanacenturyago,byteacherswhoaspiredtoimplementNaturalPedagogy,teachinthefieldandinculcateintheirstudentsasenseofpersonalattachmenttotheland.Afterfourdecadesduringwhichfieldtripswereinitiatedandexecutedbyteachers,theybecameinstitutionalized.Thus,TheAnnualFieldTripdemonstratesaneducationaleventthatwasbornbottom-up,andthenbecamedirectedandsupervisedbythestate.Overtheyears,therewasashiftintheprioritiesofthestatedgoalsoftheAnnualFieldTrip:Initsbeginning,theFieldTripservedmainlypedagogicalgoals,usingthelandscapeasmeanstodemonstrateGeographicalPhenomena.Lateron,sincethe1940's,nationaleducationbecamethedominantgoal,thusmakingthelandscapeboththeobjective("Toknowandtolovetheland")andthemeanstoreachit.Today,morethanacenturylater,itmaybeaskedhowdoes(andhowshould)Geography,asaneducationaldiscipline,dealwiththisuniqueformofoutdooreducationinchanging,challengingtimes?Howeffectivearefield-tripsasameansofeducation?Whatistheroleandtheplaceofteachers,whooriginallycreatedtheAnnualFieldTrips,inthiscomplexarena?ThepresentationisbasedonmyPhDresearch,onwhichIexaminethegapbetweenthegoalsoftheAnnualFieldTripandtheirFulfillment.Theresearch,whichisbasedonfieldobservationsandinterviews,focusesonGeographyteachers,theirroledefinitionandroleperceptionandtheiractionsduringAnnualFieldTrips.IwillpresentpreliminaryfindingsandcomparethemtotheAnnualFieldTripatitsbeginningintheearly20thcentury,asdescribedbythefirstteachers.ThiscomparisonemphasizestheimportanceofteachersinfulfillingthegoalsofGeographicalEducationinthefield,especiallyinadigitaleraofinformationflooding.

Lane MacquarieUniversity

TrendsinInternationalGeographyAssessmentStudy:AssessmentFramework

ThisprovidesaprogressreportontheNationalCenterforResearchinGeographyEducation'sresearchinitiativetodesignanddevelopaTrendsinInternationalGeographyAssessmentStudy(TIGAS).Thesessionexaminesthedevelopmentandvalidationoftheframeworkfortheassessmentwhichisdesignedtoprovideeducatorsandpolicymakerswithinternationalcomparativedataongeographyeducationandadvanceknowledgeoffactorsinfluencingthegeographicliteracyofstudentsinlowersecondaryeducation.Feedbackfromarangeofinternationalstakeholdersisdiscussedalongwiththeimplicationsforfurtherrefinementoftheframework.

LázaroyTorres

UniversidadNacionaldeEducaciónaDistancia

GeographicalEducationandSustainableDevelopmentGoals

EducationinSustainableDevelopmentGoals(SDGs)isanimportanttaskintrainingteachers.Itiseasytorelategeographicissuessuchasthenaturalenvironment,socioeconomictopics,andthepopulationorcitieswhichlinkwithdifferentaspectsofsustainability.ThevisualizationprovidedbyWebGISfacilitatestheunderstandingofthespaceinwhichwemove,andbringsusclosertospacesthatwewouldotherwisenotbeabletoaccess.Thus,designingaWebGISreinforceslearningandisintegratedwithanoveleducationaltrendwhosesuccessinuniversitylecturesisjustifiedbynumerousauthors(Kimetal2013,Lázaroetal,2014;Lázaro,IzquierdoandGonzález,2016;Lázaro,DeMiguelandGonzález,2018).

LázaroyTorres

UniversidadNacionaldeEducaciónaDistancia

TheTPACKmodelenhancesGISasatransversalsubjectinteachingGeography(MYGEOproject)

TheTPACK(TechnologicalPedagogicalContentKnowledge)model(MishraandKoehler,2006),appearstobeasuitableapproachforuniversityteaching.Asitcananswer:a)Whattosay?teachinggeography(content)b)Howtosayitpedagogically?(pedagogy).c)Whattoolsaremostappropriatetouse?GISasmedium(technology).Thus,whatisnecessarytogoaheadwiththemodelisforuniversityprofessorstoobtaincertainskills.Goodpracticesusedbytheprofessorsaresoughtinordertodetectthemostrelevantskillsnecessary.Authors:MLdeLázaro(Coord),BAzcárate,MPBorderías,DCocero,AFernández,JFernández-Portela,JLópez-Davalillo,EMMartín,FJMorales-Yago,CMuguruza,ANieto,CJPardo,RPellitero,MEPrieto.

Leuchner SpringerNature

An'in-depth'analysisofdropsizedistributioninforestcanopies

Thispaperpresentsacasestudyonthetransformationofdropsizedistribution(DSD)ofrainfallbyEuropeanbeechandNorwaysprucecrownsinamixedforestinSouthernGermany.DSDwasmeasuredsimultaneouslyaboveandbelowtheforestcanopytoassessincidentrainfallandthroughfallpropertiesofraineventsoveratwomonthperiodinsummer.Clearshiftsindropsizeandtemporaldistributionsofincomingrainfallwereobservedwhilepenetratingthecanopiesofbothspecies.However,thetwospeciesbehaveddifferentlyintermsofthroughfallDSD,theeffectondiametervolumepercentiles,andthewidthofthedropspectrum.Rainratealsohadasubstantialeffectondifferentthroughfallfractionssuchassplash,dripandfreethroughfall.Thefindingsofthestudyhelptobetterunderstandtheeffectofdifferenttreespeciesontherainfallstructurereachingtheground,thusaffectingsmall-scalehydrologicalanderosionprocesses.

Lindner ESEROGermany

GeographyisSTEM!AugmentingRealitytoConveyPhysical

Geographyisconsideredasubjectofthehumanitiesinmanycurricula.Importantbasicknowledgeaboutphysicalgeographyisgivenbarelyanytime,northemethodologytoobserveandanalysechangesinthephysicalenvironment.Remotesensingisoneofthemost

GeographyandRemoteSensinginClass

importantfieldsofgeographicalmethodsasitallowstoobserveallspheresoftheEarthsystem,directlyorindirectly.ItalsoencompassesallSTEMsubjects,asnoneoftheobservationswouldbepossiblewithoutknowledgeaboutmathematics,physicsorcomputerscience,anditsresultscanbeappliedtochemistryandbiologyaswell.Ontopofthat,itisideallysuitedtovisualizelargepartsofthecurriculaandmanytopicsinaninterestingand,arguably,beautifulway.However,duetotheincreasingdatasizeofthefreelyavailabledata,thesystemrequirementsofthesoftwaretouseit,andthetimeittakestolearnhowtousesaidsoftware,remotesensingisfarfrombeingsuitableforclass.AugmentedRealityonaBYODbasisisbenefitingfromtheanywhere,anytimeavailabilityofsmartphonesandhasthusbecomeapplicableinregularschoollessons.IntheprojectKEPLERISS,ithasbeenexploredforearthobservation,addinganimatedtimeseriesandvideostakenfromISS-borneremotesensingexperimentstootherwisestaticimagesonworksheets.Recently,thefirstdigitalexperimentswereadded.Pupilscannowfollowatyphoon,estimatethesurfaceareaofwhatisleftoftheAralSea,comparelightpollutionoccurrences,experimentwithgravityintheearthmoonsystem,andsoonanalyseanalgaebloomwithhyperspectraldata.TheARappsarecreatedinUnitywiththeVuforiaextensionandprovidedforfreeforandroiddevices.Theaccompanyingworksheetsareavailableonthewebsitecolumbuseye.rub.de/

Lindner-Fally

BORGOberndorf

GI-Learner:Creatingalearninglineonspatialthinking

SpatialthinkingusingGISciencetoolsisintegraltoeverydaylife.Withtheuseofonlinemappingtools,GPSandcarnavigationthegeneralpublichasbecomeawareofthepossibilitiesofspatialdata.Itistheconceptofspacethatmakesspatialthinkingadistinctformofthinking.Itisabasicandessentialskillthatcanandshouldbelearned,alongsideotherskillslikelanguage,mathematicsandscience.Giventhelackofbothresearchingeographicaleducationandpracticalmaterialsshowinghowtolearnwithgeomediainsecondaryschoolteaching,GI-Learnercreatedalearninglinebasedonliteratureandcurriculaanalysis.Moreover,spatialthinkingtestsandlearningmaterialswerecreatedforseveralagegroupsinordertosupportteachersandteachertrainersintheirdailybusiness.Thispaper/presentationisalsogoingtopresentpupils’andteachers’feedbackonprocessandoutcomesoftheGI-Learnerproject.

Maier UniversityofCologne

Viveledébat–spatialplanningingeographylessons

Debatesonlanduse,conflicts,andsubsequentplanningproposalsarepubliclyheldindemocraciesaroundtheworld.Ingeographylessons,suchdiscussionscancontributetocitizenshipeducationandpromoteargumentationcompetence.Anyway,thesetopicspose

anditscontributiontodemocracy

greatchallengesforprospectiveteachersinparticular,especiallyintimesofdemocracyunderpressure.Theaimofthispresentationistoshowtheresultsofadissertationthatexamines1)howspatialplanningistreatedingeographytextbooks,2)howpupilsplaningeographylessons,3)howgeographyeducationstudentsunderstandspatialplanninganddrawconclusionsfromtheseresults.Forthispurpose,IanalysedtextbooksfromGermany(NorthRhine-Westphalia)andEnglandintermsofcontent,examinedtranscriptsoftheargumentationprocessofpupils’planningintermsofargumentation,andcollectedandevaluatedtheviewsofprospectivegeographyteachersregardingspatialplanningwithquestionnaires.Anessentialresultofthetextbookstudyisthatthenumberofplanningtasksinthetextbooksexaminedislimited.Animportantresultoftheclassroomstudyisthatpupilsdiscussspatialplanninginsmallgroups,buttheirargumentsarerarelycomplete,factsaremissing,andthepowerisoftenunequaldistributed.Animportantresultoftheevaluatedquestionnairesisthatitischallengingforprospectivegeographyteacherstoteachononehandlibertyofspeechand,ontheotherhand,handleanti-democraticstatements.Basedontheresults,Ideriveeducationalconsequencesfordealingwithspatialplanninginclassandformulatefurtherresearch-relevantquestions.Reference:Maier,V.(2018):„Dasallesundnochvielmehr...“.Cumulativedissertation,Cologne.https://kups.ub.uni-koeln.de/8461/.

Martínez-Medina

UniversidaddeCórdoba

SustainabilityinSpanishschoolgeography:ananalysisofprimaryeducationtextbooks

Thegreatdevelopmentofthelastdecades,especiallyindevelopedcountries,hasledtotheemergenceofenvironmentalproblemsthathavemadeessentialtopromotesustainabledevelopment.Proofofthis,itistheemphasisplacedonEducationforSustainabilitybytheUnitedNationsandtheincreaseofthespecificweightoftheseissuesinnationals’educationalcurricula,asreflectedinrecenteducationalreforms,asithashappenedinSpain.InthispaperitisstudiedhowtheSpanishtextbooksofPrimaryEducationapproachsustainabledevelopment,alsoperformingananalysisoftheactivitiesrelatedtothisconceptthatareincludedinthem.Tocarryouttherelevantanalysisithasbeenadaptedaninstrumentinwhichthreecategorieshavebeenestablishedforeachtextbook‘identification,characterizationandhowsustainabilityistreated’.Theresultssuggestthatthereisnoidealbook,andthatthesuitabilitywoulddependontheteacher'scriterion.

Masinka UniversityofPécs

SegregationandruralslumsinHungary-

Ca.30%oftheHungarianpopulationliveinruralsettlements,sowecannotonlytalkabouturbansegregatesinthecountry,butalsoaboutevolvedruralslums.Theseslumsare

opportunitiestoreduceinequalities

sometimesunitsorstreetscloselylinkedtosettlements,orevenseparatedfromthecenter,andonlylegallybelongingtothemaincity/village.Thefartherontheyarelocated,theperipheralsituationisgrowingandthetiesareweakening.Currently,thereare482non-urbansettlements(accordingtothecategorizationbythelaw)with2.8%ofthecountry'spopulationinHungaryinasegregatedresidentialenvironment.Attheseplacesunemployment,illiteracy,socialandhealthproblems,anddifficultaccesstoservicesarepresentsimultaneously.TheHungariangovernmenthelpsthelocalmunicipalitiestoeliminatetheseinequalitiesandperipherallifesituations,withtheinvolvementofEUfundsandcomplexprograms.Theseprojectsprovidesupportfortheeradicationofsegregatedlifesituations,improvehousingconditions,andreducemarginalization.

MiguelGonzalez

UniversityofZaragoza

Geographyeducationandcompetences-basedcurriculum

The2006EuropeanReferenceFramework“KeyCompetencesforLifelongLearning”hasbeenoneofthemostinfluencingEuropeaninitiativesinthefieldofeducation.ItcontributedtoreviewNationalStandardsinschooleducationandtothedevelopmentofqualitycurriculum.Thisdocument,aswellastheupdated2018EUCouncilRecommendationonkeycompetencesforlifelonglearning,hasdefinedeightkeycompetences.Geographicaleducation–knowledge,skillsandattitude-canberelatedwithsciencecompetence,digitalcompetence,andsocialcompetence.Europeancountrieshaveimplementedthesecompetencesinthegeographyschoolcurriculum,butthereisstillalackofadefinitionofpropergeographicalkeycompetences,astheyexistinothersubjectsasmathematicsornativelanguage.Thispaperanalysesthemostrecentcontributions-fromgeographyeducationtheory-,whichdemonstratetheimportanceofgeographyintheschoolcurriculumandforlife.Severalkeycompetencesingeographyeducationwillbedefined-spatialthinking,spatialcitizenshipandgeospatialenquiry-inordertoacquiredifferentcognitiveprocesses,toobtainameaningfulgeographicalknowledgeandtoupdategeographicallearningofthecontemporaryworld.ThesecompetenceswillbeappliedandexplainedthroughacasestudyfromacurricularprojectinSpain.

Mora Communications&Systèmes

TheRUSService:supportingSentineluserswithfreeresources.

TheResearchandUserSupportforSentinelcoreproducts(RUS)Service,inoperationsinceOctober2017,wasimplementedtopromotetheuptakeandsupportthescalingupofR&Dactivities,withCopernicusdata.EarthObservationisamajorcontributorfortheGeographyandGIScommunityandtheCopernicussatellitesconstellationisagame-changerformanydifferentapplications,includingcartographyat1:25000orlargerscale.TheRUSServiceisconfiguredinascalablecloudenvironmentthatoffersthepossibilitytoremotelystore,accessandprocessEOdata.Itofferssupportandassistancefromahelpdesk

andateamofEOandITexpertswhocanaddressanyrequest,comingfrombeginnersorskilledpractitioners.CloudICTresourcesareprocuredwithFreeandOpen-SourceSoftwareandaretailoredtotheuser’sneeds.TheRUSservicealsoprovideson-sitetrainingsessions,webinars,andonlinematerialsofferingcapacitybuilding.ItisdeliveredatnocosttothecitizensofthecontributorstotheCopernicusprogrammeanditisavailableforalargecommunityofusersandtypesofinstitutionalorganizations.Theobjectivesofthisoralpresentationare1)tointroducethedifferentaspectsoftheCopernicusRUSservice,2)tohighlighthowtheRUSservicefacilitatesthehandlingofEarthobservationdatainthecontextoftheEuropeanopendataaccesspolicy,and3)todemonstratehowtheRUSservicehasbeenusedtosupporttrainingactivitiesontheuseofgeographicdataandinformation.TheRUSServiceisfundedbytheEC,managedbyESAandoperatedbyCommunications&Systèmes–Systèmesd’Informations(CSSI)anditspartners:SercoItaliaSPA,Noveltis,Along-TrackandCSRomania.

Nurković UniversityinSarajevo,FacultyofScience,DepartmentofGeography

STEMEducationinteachingGeographyinBosniaandHerzegovina

STEMeducationplaysasignificantroleindevelopmentofreasoningandtechnicalskills,besidestheotherbenefitsintheUSA.TheaimofthispaperistosupportthechangeofSTEMeducationpoliticsinBosniaandHerzegovinawithintheeducationprogrammes.GeographyrelatestoSTEMdisciplinesthroughtheapplicationofgeographytoolsforproblemsolving.GeographystronglyconnectsSTEM(science,technology,engineering,andmathematics)disciplinesusinggeographictechnology/toolsthatmayofferbetterunderstandingofinter-disciplinaryoccurrencesforsolvingimportantproblems.However,geographyissomewhatseenasaSTEMfieldbythestateauthoritiesintheUSA(Dangermond,2013).WithanaimtoofferaholisticimageofhighergeographiceducationrelatingtoSTEM,authorsintheUSAhavecollectedinformationabouttypesofgeographiceducationprogrammesthatofferbettereducationintheAmericancollegesanduniversities.TheresultsofthisresearchinBosniaandHerzegovinawillbesupportedbytheUSAgovernmentinthesenseofchangesinpolitics,anditwillsupportthebenefitstoeducationbasedontheeconomicsofknowledgeofgeographyprogrammes,aswellasotherdisciplines.ThisprocesscouldbemodeledontoothercountriesthathavechosentoparticipateinthedevelopmentofSTEMdisciplines.Withintheresearch,anoverviewofbasicindicatorsandtrendsinSTEMeducationwasgiven,aswellasanevaluationofqualityoftheeducationsysteminBosniaandHerzegovina.Inthispaper,conductionoftheprimaryresearchisplannedanditwillincludequestionnairesandsemi-structuredinterviewswiththepopulationandpersonsresponsible

forscientificinnovationsineducation.Keywords:STEM,geographymajor,science,geographiceducation

O'Reilly DublinCityUniversity

FacingChallenges:AligningGeography,GeopoliticsandHumanitarianAction

Confrontingthedefinesofsustainability,developmentandever-growingsocio-politicalmalaiseandviolencebeingwitnessedinmanysocietiesinsideandbeyondEuropeispartofthegeographer’sremit.Amajorresponsibilityisaccessto,andreflectiveresponsibleuseofgeographicalinformationregardingconflict.Inthispaper,conceptsandproblemsassessedwerebasedonfrequentlyaskedquestionsanddiscussionshadwithstudentstakingcoursesingeography,humanitarianaction,geopoliticsandassociateddisciplinessince1998,andequallywithpractitionersinthefield.Questionswerecategorizedintothematicgroups.Analyticalanswerswereenhancedwithdigitaldata,fromsourcesincludingtheUNDevelopmentProgram,OCHA–UNOfficefortheCoordinationofHumanitarianAffairs,ECHO(EuropeanCommissionHumanitarianAid)andNGOs.ResultsarebeingpublishedinAligningGeopolitics,HumanitarianActionandGeographyinTimesofConflict(Springer,2019).Thisaimstoencouragereflectionongeographyandhumanitarianchallengesandresponses,enhancingholisticperspectivesplanningforgreaterappliedaction.Coreideaspresentedappraisethenexusbetweengeography,humanitarianaction,developmentandgeopolitics:(i)conflictandpower,(ii)humanitarianism,riskandvulnerability,and(iii)roleofinternationalorganizations,alongsideglobalizationandquestforregulationincludingtheUNResponsibilitytoProtect.Attemptsatgreaterinternationalregulationandactiontopreventviolence,andenhanceresponsestoemergenciesneedtobereinforcedaswitnessedinSyria(2011on)andconsequencesfortheMENAregionandEurope.Furtherresearchistargetingdigitalcitizenshipthatcanbuildontheabovework.

O'Reilly DublinCityUniversity

GeographicalPerspectives:SpacesofMemory-MemorializationandDemocratization

Spacesofmemoryareappraisedfromgeographicalperspectivesandtheirplaceindemocratizationandcitizenship.Interpretationsfromvariousstandpointsincludethegeopoliticsofmemoryandemotions.Researchingeographyandeducationmustrespond,empoweringcitizenstocreatesustainablefutures.Now,memorializationcontributestowiderinclusiveinterpretationsofhistory,heritage,tourismandhumanrights.“Inthepast,…therewasonenationalhistoryand…manyparticularmemories.Today,…itsunitystemsfromadividedpatrimonialdemandthatisconstantlyexpanding…insearchofcoherence”(PierreNora,LesLieuxdeMémoire).TheEuropeanProjectembracesthischallenge,withitsgeographiesinplacesofmemoriesthatcanfostercooperationaswitnessedthroughoutEuropee.g.Ireland’sDecadeofCentenaries(2012-22)includingceremonialusageofthesymbolicGlasnevinCemeteryDublin.Nonetheless,‘thepeace’cannotbetakenforgranted

withinsecurities,globalization,andnationalisticreactionsintheUSA;UK’sBrexitstressandpopulistmovementsinEurope-France,Netherlands,Greece,VisegrádandBalkancountries.Citizen-fatigueisreflectedinsocio-politicalmalaiseandviolencemirroredintheYellowVestmovement.Empathywithotherpeoples’placesandnarrativescanassistcitizenslearnfromthepast.MemorysitespromotedbytheEU,COEandUNESCOmaytendtohomogenizediverselocalmemories.Nonetheless,theyactasvectorsinmemorialization,re-evaluatingoncemonolithicnarratives.“Thepurposeofallinterpretationistoconquerremoteness,adistancebetweenthepastculturalepochtowhichthetextbelongsandtheinterpreterhimself”(Ricœur,1978).

Péterfi UniversityofPécs

CastleUtilizationintourismandsettlementdevelopment–primaryimpactassessmentofSomogyCounty'scastlehotels

InHungary,therearealargenumberofbuiltheritages.Ofthese,thiscurrentresearchfocusesonthecastles.Nowadayscastlescanbefilledwithmanyfunctions,suchasschools,commonlodginghouses,hospitalsorresidentialbuildings.Themostoptimalformofuseistourismutilization,suchasmuseums,hotels,eventvenues.Thus,thecurrentresearchaimstopresentandevaluatetheformofutilizationofcastlesinwhichhotelsareoperated.Theaimoftheresearchistoconductanassessmentoftheinterestoflocalresidents,localleadersandcastle-owners.Theresearchfocusesontheadvantagesanddisadvantagesofthecastlehotelsinthelifeofthesettlements.ThecasestudiesarebeingconductedinSomogyCounty,whereseveralcastlehotelsarelocated.Interviewingandfieldsurveying,aswellasresidentialquestionnaires,areessentialresearchmethods.Intheend,theresearchwillemphasizeaco-operationthatcanbeindispensableforutilizingthecastlesashotelsinsuchawaythatallofthestakeholderscanbesatisfied.

Robinson UniversityofAdelaide

Usinggamesingeographicalteaching:Computers,boardsandrole-play

ThispaperoutlinestheevolutionofgamesusedintheteachingofGeographyfromthe1960s,includingtheintroductionofcomputer-basedvariantsandthedevelopmentofpopularcomputer-basedgamesforageneralaudience,likeSimCity.Itexaminesthelessonslearnedfromevaluationofgeographicalgamesanddiscussestheutililtyoftworecentlydevelopednon-computer-basedgamesintheUKandBelgium.Thereisspecialconsiderationoftherolethatthewiderangeofseriousgamesnowavailablecanplaywithinthecurriculum.GameshavelongbeenusedasvehiclesforteachingGeography,fromprimaryschoolstothehighereducationsector,ofteninexercisessimulatingtheworldbeyondtheclassroomandaskingstudentstoengageinroleplay.Theyareaimedatgeneratingarangeofperceptual,cognitive,behavioural,affectiveandmotivationalimpactsandoutcomes,especiallyknowledgeacquisition,contentunderstandingandaffectiveandmotivationaloutcomes.

Therehasbeenablurringoftheboundarybetweenseriousgames(designedforaprimarypurposeotherthanpureentertainment)andonesdesignedprimarilyforentertainment.Henceformillionsofpeoplewhoenjoyplayingcomputergames,city-buildinginSimCityandCities:Skylinesoffersacompellinginitialintroductiontotheworldofurbanplanninganddevelopment.LikegamesdesignedforusespecificallywithinaGeographycurriculum,theyofferanattractivecombinationofenjoymentandeducation.Theeducationalcomponentmaybeincidentalingamesdesignedforthegeneralpublic,butinseriousorcriticalgamesfortheclassroomtheenjoymentcanbeasignificantenhancementtothelearningexperience.ThetwofeaturedgamesdiscussedinthepaperareParticipology,aboardgamedesignedtoaidunderstandingofplanningissuesanddecisions,whichhasbeenadoptedinseveralEuropeancountries,AustraliaandtheUnitedStates,andanexercisetoconstructtheidealBelgianvillageusingasetofbuildingblocks.Thislatterexamplealsofocusesonthecomplexitiesofplanning,enablingstudentstogaingreaterunderstandingofthefactorsaffectingplanningdecisions.

Rodionova RUDNUniversity

AspectsofCartographicMaterialsUseinTeachingWorldIndustryDevelopmentTrendsatUniversities

Today'ssocietyfacesnewchallenges,whichrequireamodernwayofgeographicalthinkingbymillionsofeconomists,managers,businessmen,journalists,politicians,etc.Universitiescanonlygraduatehighlyqualifiedexpertsusingawiderangeofteachingtools,approachesandmethods,includinggraphicrepresentations,GISandmaps.Thepaperprovidesoriginalcartographicexpressionsbasedonaworldwideratingofindustrialdevelopmentofcountriesmadebytheauthor.Therankingdependsonthreegroupsofcharacteristics,whicharethegenerallevelofcountry'sdevelopment,thelevelofthedevelopmentofmanufacturingsectorandthestructureofindustrialgoodsexport.Theaimofthepaperistoshowthatcartographicmaterials,basedontheseratingtables,arecrucialtouseasoneofthetoolsforanalyzingthepresentstateoftheworldindustry,detectingtroubleswhiledevelopingtheindustrialpolicyofacountrylongingforastableeconomicgrowth.Theauthorsaresurethatmapsaretheclearestandtheeasiestwaytoinformstudentsabouttheresultsoftheresearchpapershowingglobaltrendsinworldindustrydevelopment.Thebasicassumptionisthatexperiencesgainedinonecountrywillbeofrealinteresttoeducatorsinanother.

Rodionova RUDNUniversity

Methodsofcollectingandanalyzingstatisticsoncross-

Thepurposeofthearticleistocharacterizethefeaturesofthecollectionandanalysisofstatisticsonthedevelopmentofworldenergyinuniversityteaching.Therearemanysourcesofinformationaboutthestateofenergyinthecountriesoftheworld.Ourtaskistoacquaint

countryenergyexportandimport

studentswiththesesources.Insomecountries,energyisscarceandtheyareforcedtoimportit.Othercountriesproducemoreenergythantheyconsumeandtheyexportit.Sothereareexport-importoperationsinvestigatedinthisarticle.Ananalysisoftheexport-importoperationshowedthatthecapacitiesofoilrefineriesindevelopedcountries,whichhavealackofenergyresources,exceedtheneedsofthedomesticmarket.Partofimportedenergyisprocessedindevelopedcountriesandre-exported.Theproblemofthedevelopmentofalternativeenergy,whichisrapidlydevelopingindifferentcountriesoftheworld,iscloselyrelatedtotheseissues.Amongthefactorsaffectingthedevelopmentofalternativeenergyarethechangeinthepriceofoilandothertypesoffuel,theproblemsoftheenergysecurityofcountrieswithashortageofenergyandtheproblemsofclimatechangeontheplanet.

Sadoń-Osowiecka

UniversityofGdańsk

Tobetterunderstandingtheworld-avaluehumanisticapproachtoschoolgeography

Sometimeshumanisticgeographyisseenasnaiveandemotionalonlywithoutcognitivevalueatordinarypolishschoolreality.Onlyobjectivisticapproachispresentedatschoolgeography.Theauthorshowshumanisticapproachasdeeperandrelativisticunderstandingproblemsofourcontemporaryworld.Butwemustknowfactsabouttheworldtounderstandingit.Thispaperpresentssomeexampleshowhumanisticapproachcanuse"objective"geographytoconstructingvaluablegeographicalknowledge.

Schauss GeographyEducation

Epistemologicalbeliefsinclimatechangeeducation–initialevaluationofaschoolproject

Accordingtotheeducationalstandardsforgeographyistoaddressgeographicallyandgeoscientificallyrelevantphenomenaandprocesses,suchasclimatechange[…](GermanGeographicalSociety,2012).Acooperationbetweenclimateresearchandschools,the"SchoolProjectClimateChange",tiesinwiththispointandpromotesthediscussionofclimate-relevantquestions.Highschoolstudentsworkforfourtofivemonthonaglobalwarmingrelevantsubjectandgetsupportfrommeteorologystudentsandscientists.Theyuseauthenticmodeledclimatedata,prepareapresentationandascientificessayandpresenttheirresearchtootherstudents.Theyarealsoallowedtojoinscientificlecturesandstayintouchwiththescientists.Theaimofthisstudyisaninitialevaluationoftheschoolprojectandfocustheepistemologicbeliefsinglobalwarming.AsstatedbyMayer(2007)theunderstandingofscience(epistemologicalbeliefs)isacompetenceconstructofthenaturalsciencesandagoodstartingpointforunderstandinghowtodealwithscience-basedknowledgeinformallearningcontexts(e.g.schoolanduniversity).Epistemologicalbeliefs,whicharethefocusofthiswork,canbeclusteredintotwoareas:the

natureofknowledge,includingthedimensioncertaintyofknowledgeandcomplexityofknowledgeandthenatureofknowing,includingthedimensionsourceofknowledgeandjustificationofknowledge(Hofer,2001).Scientificallyappropriateepistemologicalbeliefsarealsoacorecomponentofbasicscientificeducation;bypre-structuringtheperceivedcontents,theyinfluencelearning(Urhahne,Kremer,&Mayer,2011).Thestudywillbeconductedinapre-postdesign.Theinstrumentforunderstandingsciencehasbeencompiled,modifiedandpilotedonthebasisofalreadypublishedandvalidatedquestionnaires,fourofthesixscalesrepresentthedimensionoftheepistemologicalbeliefs.Followingtheposttestusingthequestionnaire,guidedinterviewsareconductedandrecordedwithtwogroupsofstudentspercourse.Theintentionistoencouragethestudentstoenterintoconversationanddiscussionwiththegroup.Uncertainties,misconceptions,butalsogoodandcomplexthoughtsofthestudentsbecomeclearerthanwithclosedanswerformats,astheyareusedinthequestionnaire.TheevaluationtakesplaceafterthequalitativecontentanalysisaccordingtoKuckartzwithdeductive-inductivecategoryformation(Kuckartz,2014).Firstresultsoftheinitialevaluationwillbepresentedattheconference.LiteratureGermanGeographicalSociety.(2012).EducationalStandardsinGeographyfortheIntermediateSchoolCertificatewithsampleassignments:SelbstverlagDeutscheGesellschaftfürGeographie(DGfG)Bonn.Hofer,B.K.(2001).Personalepistemologyresearch:Implicationsforlearningandteaching.EducationalPsychologyReview,13(4),353-383.Kuckartz,U.(2014).Qualitativetextanalysis:Aguidetomethods,practiceandusingsoftware.Sage.Mayer,J.(2007).ErkenntnisgewinnungalswissenschaftlichesProblemlösen.TheorieninderbiologiedidaktischenForschung,177-186.Urhahne,D.,Kremer,K.,&Mayer,J.(2011).Conceptionsofthenatureofscience—aretheygeneralorcontextspecific?InternationalJournalofScienceandMathematicsEducation,9(3),707-730.

Scholten UniversitätHamburg

GeographyTeacherNoticingduringInstruction-Experts`Interpretationand

Duringinstructionteachersareexposedtomultiplestimuli.Theymanagethiscomplexenvironmentbynoticingrelevantaspectswhiledisregardingothers.Presumably,teachers`noticinghasanimpactontheirperformanceintheclassroomwhicheventuallyleadstostudentlearninggains.

Decison-Making Blömeke,GustafssonandShavelson`s(2015)modelofteachercompetenceemphasizestheimportanceofteachernoticing.Intheirmodeltheyincludeteachers`situation-specificskillswhichtheyspecifyas:perception,interpretationanddecision-making.Inmathematicseducationasimilarconceptisdiscussed,namely“noticing”(Schack,Fisher&Wilhelm,2017;Sherin,Jacobs&Philipp,2011).Fromageographicperspectivethereislittleresearchonthiscompetencefacet.Theaimofthisresearchprojectistoexplorethedifferencesbetweenexpertandnovicegeographyteachers`noticinginthegeographyclassroom.Aqualitativestudyinanexpert-noviceresearchdesignwasconducted.Twostagedvideovignettesofgeographyinstructionwereproduced.Theparticipantswereaskedtostopthevideowhenevertheynoticesomething,whichisrelevantforsubject-specificlearning,toelaboratewhytheystoppedandtoexplainhowtheywouldproceedasateacher.Theanswersareanalyzedbyqualitativecontentanalysis(Kuckartz,2012).Theresultswillbefinalizeduntiltheconference.LITERATUREBlömeke,S.,Gustafsson,J.-E.&Shavelson,R.J.(2015).BeyondDichotomies:CompetenceViewedasaContinuum.ZeitschriftfürPsychologie,223(1),3-13.Kuckartz,U.(2012).QualitativeInhaltsanalyse.Methoden,Praxis,Computerunterstützung.Weinheim:BeltzJuventa.Schack,E.O.,Fisher,M.H.&Wilhelm,J.A.(2017).Teachernoticing:Bridgingandbroadeningperspectives,contexts,andframeworks:Springer.Sherin,M.G.,Jacobs,V.R.&Philipp,R.A.(Hrsg.).(2011).Mathematicsteachernoticing:Seeingthroughteachers'eyes.NewYork:Routledge.

Seidel InstituteforGeographyEducation,UniversityofCologne

Experiencingpolitical-geographicalconceptsineverydaylife:pupilsandtheirborderexperiencesandconceptswhileplayingvideogames

InGermany,93percentofchildrenandyouthsbetweentheagesof10and18playvideogamesonadailybasis.Digitalgamesareforentertainmentandrelaxation,theytrainreactionsandtakeyouintofantasticworlds,simulatecitiesorevenwholeworlds.Digitalgamesarebynomeanspureentertainmentmedia.Politicalgeographyandespeciallypopulargeopoliticsshowthatvideogamesestablishandnegotiategeopoliticalmeanings.Thispresentationexaminesthegeopoliticalmodelsandexperiencesofplayingvideogames.Intimesinwhichgeopoliticaldevelopmentsfillthenews,acontemporarygeographiceducationmustcounteractpossiblemisconceptionsformedthroughdigitalgamesandsupportpupilsinreflectingandevaluatingtheirexperiencesandactions.Aswehaveshowninearlierstudies(cf.Seidel&Budke2018),pupilshavemanymisconceptionsaboutboundaries,whichmayalsoresultfromtherepresentationofboundariesindigitalgames.In

contrast,however,pupilsshouldbeabletolookatboundariesfromdifferentspatialconceptsandalsobeabletoexplainconstructivistborderconcepts(cf.Seidel&Budke2017).Withintheframeworkofthisproject,theanalysisfocusesontherepresentationofterritoriesandborders,thespatialconceptsandconflictsassociatedwiththem.Inparticular,strategydigitalgameswereexaminedduetothefactthatthisgenrehasitsmainfocusonconqueringterritories,controllingtheresultingspaceandtacticallyplanfurthermovese.g.signingtradecontractswithordeclaringwar.Thisresearchconsistedoftwosteps.First,exemplarydigitalgameswereexaminedregardingtheirrepresentationofterritoriesandborders.Therepresentationswerecategorizedandthusformedthefoundationforinterviewsandobservations.Basedonthecategorizedevaluationcriteriapupilswerethenobservedplayingthechosendigitalgamesandinterviewedafterwards.Theresultswillpresentanoutlookonhowandwhatpupilsexperienceplayingsaidgamesandwhichconceptionstheytransfertoeverydaygeopoliticalpracticeandadoptintotheirownimaginations.

Sidorov CaliforniaStateUniversityLongBeach

Onlinegeographycourses:learningthestudents

ThispaperattemptstosummarizemyexperienceofteachinginCaliforniaseveralonlinegeographycourseswithregardtosomechallengesandopportunitiesitprovidesforlearningthecourses'audiences.Unlikeinanalogclasses,onlinestudentsremainmostlyinvisible,yettheirindividualbehaviorandcollectiveperformanceonlinebecomemoretransparent.

Solem TexasStateUniversity

TrendsinInternationalGeographyAssessmentStudy:Methodology

ThispaperwillpresenttheTIGASresearchmethodology,activities,andkeybenchmarksplannedoverthenextseveralyears,culminatingwiththepotentialintroductionofinternationalgeographyassessmentsin2023(coincidingwithTIMSS).SpecificinformationwillbesharedregardingdevelopmentoftheTIGASassessmentframework,prototypeassessmentitemdevelopment,andvalidationstudiesinmultipleinternationalfieldtrials.

Solem TexasStateUniversity

PowerfulGeography PowerfulGeographyisamulti-yearresearchefforttoinformthenextgenerationofnationalandstatestandardsforK-12geographyeducation.Therearefourcomponentstothisresearch:1.Thefirstresearchcomponentwillbeanexploratoryanalysisofrestricted-useNAEPGeographydata(1994,2001,2010,2014)forelementary,middle,andhighschoolstudents.Varianceinstudentproficiencyingeographywillbeanalyzedinrelationtostudentbackgroundcharacteristics,school-levelcontextualattributes,andclassroomopportunitytolearn(OTL)factors.2.Thesecondresearchcomponentwilldefineandmeasurethesocietalvalueofgeographythroughaquantitativeandqualitativeanalysisoftheworkandcivicengagementsofprofessionalswithbackgroundsindifferentareasofgeography.Interview,survey,andworklogdatawillbeanalyzedtoidentifysubstantive,conceptual,and

proceduralgeographicknowledgeappliedindifferentprofessionalandpersonalcontexts.3.Thethirdresearchcomponentwillfocusongatheringdataonstudentcapabilitiesandaspirations.Co-investigatorsfromthesixparticipatingstateswilldevelopstatesamplesandfacilitatesurveysandinterviewswithelementaryandsecondaryschoolteachersandstudents.Thesurveysandinterviewswillbedesignedtoobtainage-appropriateinformationaboutstudents’capabilitiesforschoolsuccess,whatstudentsaspiretobeandtodo,theirgoalsandconcerns,andtheirrelativeinterestinvarioussocialandenvironmentalissues.4.Thefourthresearchcomponentwilldeterminewhatgeographysubjectmattertorecommendasthebasisoffuturestandards.Aseriesofresearchworkshopswillconvenegeographers,teachers,teachereducators,educationresearchers,andcurriculumwritersinthesixstatestoreviewtheirstatedatasetsandidentifythesubjectmatterthata)studentspresentlydonotunderstand,b)isrelevantforthecapabilitiesandaspirationsofstudentsofdiversebackgrounds,andc)isimportantforwork,civicengagement,theenvironment,andsociety.

Spevec,Vuk

UniversityofZagreb,FacultyofScience,DepartmentofGeography

DoesgeographyeducationinCroatiarespondstoneedsofcontemporarysociety?

TodayCroatiansocietyisfacingmanychallenges–onlocal,nationalandgloballevel.Questionsrelatedtoorganizationandspacemanagement,inclusiveandsustainableresourcesmanagement–especiallyofdrinkingwater,unevenregionaldevelopment,advanceddepopulationandpopulationaging,solvingborderissues,contemporarymigration,climatechangeandmanyotherquestionsreflectoneverydaylifeofpeople,especiallyyoungerpopulation,butalsoonCroatiansocietyasawhole.Inordertobeabletomakedecisions,youngpeoplemustbeinformedandeducatedhowtouseaccessiblegeographicaldata,avoidingpossiblemanipulationsthattheyareexposedtointheeraofadvancedtechnologicaldevelopmentandoverallaccessibilityofverifiedandunverified(geographical)information.OneofthemostimportantquestionsintheCroatiansocietynowadaysishowtoplanandcarryouteducationinchallengingtimes.Geographicaleducation,thatshouldofferyoungpeoplerelevantanswersonmanyquestionsconcerningcontemporarydevelopment,contributetotheirroleofresponsiblecitizens,andpreparethemforchallengesinbothpersonalandprofessionalgrowthin21stcentury,hasaveryimportantrole.Thenationalcurriculumofgeographydoesanswertheneedsofcontemporarysocietyandworldaroundus,mostofallduring3rdand4thyearofgrammarschooleducation,providingyoungpeopleanswersonearliermentionedquestions.Thekeylearningoutcomesthatprovideitincludetopicsondemographic(un)sustainability,climatechange,activitiesof

internationalcommunityinresolvingproblemsofglobalwarming,contemporarychangesinurbansettlementsanditssurroundingareas,sustainablemanagementofseaandseabedresources,impactofmega-projectsonenvironment,influenceofglobalizationonnationalidentityandsovereignty,geopolitical,economicandcultural-civilizationalaspectsofworlddivision,placeswheretospendfreetime,influenceofnatural-geographicalandsocio-geographicalfactorsonappearanceandspreadofdiseasesandhealthquality,significanceofstatebordersincontemporaryworldandunevenfoodaccessibility.AlllearningoutcomesinnationalcurriculumofgeographyareachievedbasedonexamplesfromCroatiaandworld.Thelearningoutcomesinthe3rdyearofgrammarschooleducationgiveanswerstoquestionsofsustainability,andinthe4thyearofgrammarschooleducationtheycontributetostudents’awarenessoftheimportanceofidentityinglobalizedsocietyandprovideuseofgeographicalliteracy,communicationandsocialskillsforcriticalanalysisofspatialproblemsinordertoidentifycreativeandinnovativesolutionsineverydaylifeandforlifelonglearning.SofarnumerousresearcheshaveconfirmedoveralldissatisfactionwithformergeographicaleducationinCroatia,soexpectationsarebig.WillnewgeographycurriculuminCroatiafulfillexpectations?Theanswerswillbeprovidedbycontinuousobservationandevaluationofnewcurriculumimplementation,andalsobylongitudinalstudyandresearchofgeographicaleducation.Keywords:geographicalliteracy,geographicaleducation,geographycurriculum,Croatia

Steegen KULeuven Fosteringstudentsgeographicsystemsthinkingbyenrichingcausaldiagramswithscale

Nowadayschallengesforsocietyareglobal.Thesechallengesareverycomplexandaresystemsofseveralhighlyinterrelatedcausesandconsequences.Insightintheunderlyingstructureofthesesystemsiscrucialtothinkofpossiblesolutionsformanyofthesechallenges.Moreover,fromageographicalperspective,aspatialcomponentisinherenttothesechallenges,oftencontributingtothecomplexity.Inthisstudycausaldiagramsvisualizingasystem,wereenrichedwithscale.Theseenricheddiagramsweretaughttostudentsintheirlastyearsofsecondaryeducation.Resultsofthepost-testshowthatthesestudentsachieveahigherlevelofgeographicalthinkingandthattheyactivelyusethescale-componentwhileprocessinginformation.(SteegenAn,MarjoleinCox&ElenJan)

Stoltman WesternMichiganUniversity/Independent

TrendsinInternationalGeographyAssessmentStudy

Assessmentofstudentlearningissubjecttonumerousperspectivesandvalues.Developinganinternationalassessmentpresentsnumerouschallenges.Oneofthosechallengesisinreachingaconsensusamongtheexpertscontributingtotheselectionofconceptsandcontentforaninternationalassessmentingeography.ThedevelopmentofTIGAShas

Scholar (TIGAS):BuildingaConsensus

proceededinaseriesofstepsoverthepastseveralyearstobuildaconsensus.Thepaperwillreviewtheprocess,thesteps,andasummaryoffeedbackthathasbeenreceivedfromtheinternationalcommunityofgeographyeducators.

Sümeghy UniversityofPécs

SocialcohesionandtheradicalrightinSkåne

Nowadayssocialandeconomicproblemsarecausingpopulistfar-rightpartiestoemergeallacrossEurope.Oneofthemostimportantchallengesistomanagemigrationandgrowingdiversity.Culturaldifferencesandradicalismaretwophenomenathat,ingeneral,reducetheindividual'sfaithandtrustinthecommunityandthusweakensocialcohesion.InSweden,thefar-rightSwedenDemocratsarethethirdmostimportantpartyinthecountry.TheirmainvoterbaseisinSkåneCountysincethefoundationofthemovement.Iwillanalyzethreeelectionyears(2006,2010,2014)and2016,usingsurveysfromtheUniversityofGothenburg,"TheRegionalSkåneSOMSurvey",theelectionresultsdatabase,settlement-levelethnicdata,andothersocio-economicindicators.Withregression,Ianalyzehowthesocialcapitalisinfluencedbyethnicdiversityanditschange,thestrengthofthefarrightanditschange(asdependentvariables),andthedifferencesbetweensocialcohesioninthevarioussettlementsinspaceandtime.

Tamagno NorthWestRegion,RGS

GeographyTeachersandGaia:Shocktroopsofconservationorharbingersofgloom?

Globalnewsorganizations,UNagencies,peaklobbygroups,socialmediaandon-lineblogsconstantlypublishandbroadcastarticlesandreportswhichexaminetheinteractionofpeopleandplacearoundtheworld.Inparticular,streamsofknowledgedescribetheimpactofhumanactivityonthefunctioningoftheglobalecosystemandthepressingneedtoimplementrestorativeresponsesattheinternationalandglobalscale(fossilfuels,plastic,sealevelrise).Humankindismoreawarethanatanytimeinitshistorythatitspresenceisadverselyaffectingnaturalsystemsandthatacruciallypressingtime-linedemandstheneedtoimplementstrategiesaimedatadaptationandmitigation(weatherevents,habitatdestruction,waterscarcity).Andyet,weseemtobesleepwalkingintoaseriesofmajorecologicaldisasters.Governmentsandmanagementagenciesacrosstheglobeshowlittleurgencyinpursuingmandatoryandeffectivepoliciestoregulatethedamagingeffectsofhumanactivity.Thispresentationconsiderstheroleofgeographycurriculainthewidercontextofcontributingknowledgeandunderstandingtothisissue.Itconductsananalysisofarepresentative,state-wideGeographycourseofstudyfromthefinalyearsofschooling(VictorianCertificateofEducation,Australia).Itconcludesthatstudents,teachers(andparents?)arepresentedwithanextensiveandadequateknowledgebasistobeeffectivelyinformedaboutthefuturefunctioningofplanetEarth.AsnotedbyCasinader(2018),“…this

highlightstheengagementofstudentsinthegeographicalexplorationoftransformationalknowledge,foundedonhigherordersofthinkingskills,inwaysthatdeveloptheirabilitytounderstand,critiqueandtheninfluencesocietalstructures."Highschoolgraduatesfinishtheirschoolingequippedwiththenecessaryawarenessandknowledgetoconstructivelycontributetothewiderdebateaboutcitizens’responsibilityandgovernmentpolicy.Yet,agulfexistsbetweenKnowledgeandImplementation.“Researchindicatesthatstudentsdonotdevelopgoodarguments,ineithergeographyorscience,simplybybeingtaughtcontentknowledge.Studentsneedtobeprovidedwithopportunitiestoengageindiscussion”(Roberts,2018).However,moststudents–andindeed,thecitizenryatlarge–arecompelledtoconcentrateontheirownlifechoicesandcareerdevelopmentaswellasthechallengesofpoliticalinvolvementandpathwaystoinfluencinggovernmentpolicy.Seow(2017)suggeststhat“anapoliticalcurriculumfocusedlargelyontheprovisionofscientificknowledgeisinadequateindevelopingstudents’awarenessofthesocial,economicandpoliticalcomplexitiesof(climatechange),andinpreparingyouthstoactasknowledgeableandempoweredenvironmentalcitizens”.Cangeographycurriculabemodifiedtoencouragestudentstobecomeinvolvedinthepathwaytoimplementation?Shouldgeographicaleducationatseniorlevelsincorporateashiftinemphasisfromthepedagogicaltothepoliticaldomain?Wouldthisbesufficienttotransformsubjectknowledgeintounderstandingandcommitmenttoparticipation?Thisisnottoadvocateviolentprotest,civildisobedienceorsabotagebutrathertopromoteanawarenessofpathwaystoparticipateinsociety’sdecision-makingspectrum-localplanninginitiatives,membershipofNGOsandadvocacygroups,charitiesandfundraising,politicalpartymembership.Teacherswouldcontinuetooperatewithintheethicalboundsofthethreepillarsofgeographicaleducation(knowledge,sustainability,citizenship).Learningoutcomescouldspecifypathwaystoadecision-makingchain,eg.awareness-opinion-advocacy-activism-administration-policyformulation.Studentsengaginginapositiverolebasedongeographicalunderstandingcanparticipateeffectivelyandavoidthepitfallsofnegativepredictionandscenariosofgloom.ThiswouldenableGeographyteachersandstudentstodeveloparadicalcritiquewhichmaintainsanauditofpublicpolicynotdissimilartotheroleoftenacious,investigativejournalists.AstheeditorofTheGuardiannewspaperobserved,“The‘unimaginablehorrors’ofuncheckedwarmingandhabitatdestructionmeanmoreradicaltacticsarecalledfor…itisnotrationaltodenythat(activists)arejustifiedinrebellingagainstgovernmentinaction.

Theirsenseofurgencyiswelcome”(5November,2018).ThisurgencywasunderlinedbytheIPCCReport,“SR15”(2018)whichstatedthatifthecurrentpaceofglobalwarmingcontinues,thenthepreferredgoaloflimitingittoanincreaseof1.5°Cwillbereachedaround2040.Achievingthisgoalrequiresamassiveraftofadaptiveandmitigationresponsestobeimplementedandintensifiedgloballyoverthenext20years.“WeneedaglobalcommunityconsistingofindividualswiththenecessaryunderstandingoftheEarth’slarge-scaleproblems…Educationisessentialtocreatesuchacommunity.Geography,betterthananyotherdiscipline,canexplorethespatialrelationshipsofsocialandphysicalphenomenaatdiversescalesandsuggestsolutionstosignificantandpersistentproblems”(Bednarz,2017).StudentscompletingVCEGeographyarerequiredtoinvestigateandcommentontwoglobalissues:ChangestotheLandandHumanPopulation–trendsandIssues.Theyaretorequiredtoexhibithigherorderthinkingskillsto“assess”and“evaluate”thenatureofthoseissuesandtheeffectivenessofgovernmentresponses.Thisinvolvesotherhigherorderthinkingskillsincluding“prediction”,“synthesis”and“inference”.Theseskillscanthenbeusedtoconsidertheeffectoftheglobalissuesatalocalscaleandenablestudentstodeveloprealisticproposalsaimedatinfluencingdecisionmakers.Thisapproachcanbeincorporatedintotherelevantassessmentregimeincludingpolicyanalysisandfieldworkreports.KeywordsNaturalsystem,humanimpact,environmentalpolicy,agencyresponse,implementation,disciplineknowledge,understanding,critique,participation.ReferencesHarari,NH:Sapiens,aBriefHistoryofHumankind(Vintage,2014trans.)IntergovernmentalPanelonClimateChange:SpecialReportonGlobalWarmingof1.5C°(SR15,2018),p.81Lovelock,J:Gaia:AnewlookatlifeonEarth(Oxford,2000)Aselectionofrecentarticlesfrom“Abstracts,CGELisbonSymposium2017”Bednarz,S:Geographyeducationforglobalunderstanding.ASummaryofIdeasCasinader,N:Geography,TransculturalismandDisciplinaryRenewal.AnewparadigmforculturaleducationinaglobalisedsocietyRoberts,M:Howdoesgeographyjustifytheclaimsitmakesabouttheworld?Developingwell-(SR15evidencedargumentsingeographySeow,T:Climatechangeeducationforenvironmentalcitizenship:isSingaporeuptotask?

Vávra TechnicalUniversityofLiberec

Teachingandlearninggeographythroughtheconceptofplace,Liberecapproach,Czechia

GeographicalknowledgeandskillsinLiberecapproacharebasedonrelativestableandsteadyprofessional/scientificknowledgeandmethods,whichareusefulforapupil(aswellasforateacher)toreachgeographicalknowledgeandskills,whileattitudesandvaluesarepersonal/subjective.Theaproachisbasedonindividualandsharedexperience,thatdevelopandtheyarelessstable/steadyandtheyarestrongdependentuponenvironment(physical/human)whereapupilaswellasateacherislearning/teaching(family,school,community,andothers),TheLiberecapproachdoesnotsupportmemorizingknowledge(‘thetraditionalrotelearningof'capesandbays').Itisimportanttointernalizegeographicalknowledgeandskillswhichareforapupilimportantinformalaswellasininformaleducation.Valuesandattitudesareimportanttodevelop(e.g.citizenshipandenvironmentaleducation).Theapproachuseastructuralapproachaswellasameaningone.

Vyslúžilová Dell,DepartmentofGlobalBusinessServices

NewParadigmoftheEuropeanUrbanAreaduetoEconomicGlobalizationandTechnologicalRevolution

Inthispaper,wearefocusingontheroleofurbanstructuresinEuropeinwhichwetrytopointoutwhatinfluencepossessrapidgrowingsignificanceoftechnologicalinformationonaglobalscale.Economicglobalizationdeclaretheincreasinginterdependenceofworldeconomiesandislargelybasedontheaccelerateddevelopmentofscienceandinformationtechnologies.Therein,ITdevelopmentisinvestigatedasastrongtechnologicaldrivingforceforeconomicglobalizationandreductionofglobalconnectionbarriers.Theconceptualbasesforthedevelopmentofstrategicglobalcitiesininternationaltradeareexamined.Theimpactoftechnologyontransformationofmodernsocietyareexaminedaswell.Theapplicationofmodernmechanismsofinnovativedevelopmentoftheeconomyisjustified.Nevertheless,processcanposecertainrisksandhavesomelimitations.PreconditionsfortheurbandevelopmentofnationaleconomiesinEuropeanurbanareasarehighlighted.ItsmainconclusionisthatthetransitiontomodernandeconomicallyconnectedEuropeanurbanareascanleadtonewerasupportedbyatechnologicalrevolution.Keywords:EconomicGlobalization,UrbanArea,GlobalCity,InformationalCity,TechnologicalRevolution

Yaar OranimAcademicCollegeforEducation

Borderingontheimpossible:Teaching(geographical)boundariesintheIsraelieducationsystem

TeachingGeopoliticsatall,especiallyBorderssubjects,isachallengingmatter.Althoughteachersknowverywelltheimportanceoftherelevanceofthecontenttothelearner,theyavoidorfearteachingcontroversialoruncleartopics.TeachingGeopoliticsinIsraelistherefor,evenmorechallenging.NotallthebordersoftheStateofIsraelareagreed.Someofthemarecease-fireborders,andinsomecasesthereisinternalpoliticaldisagreementanddisagreementsbetweenthe

UnitedNationsandthestate.Teachingthesubjectofborders,fromthebeginningisveryproblematicandrangesfromahistoricaldescriptionoftheformationofborderstothepresentationofthecomplexrealityontheground.TeachersfeartopromotearealanddeepdiscussionoftherealityofthebordersinIsrael,andthematerialtaughtintheclassroomissometimes"sterile"andintheworstcase,notstudiedatall.ThecurriculawrittenbytheMinistryofEducationatthissubjectalsodoesnotleadtoInquisitivethinking,doesnotleadthestudenttounderstandthecomplexityoftheexistenceofboundaries,andhardlyexpressthevaluequestionsassociatedwiththem.Howdoweeducatethinkingcitizensinvolvedinademocraticstatewhenteachingdoesnotleadtotheskillsrequiredofacitizeninafreedemocraticstate?

YAGASAKI UniversityofTsukuba

TheRoleofSchoolDistrictintheReconstructionProcessofCoastalCommunitiesaftertheGreatEastJapanEarthquake:ACaseStudyofUrashimaofKesennumaCity,MiyagiPrefecture,Japan

AfterexperiencingdevastativedamagesbytheGreatEastJapanEarthquakeinMarch2011,thosewholosthousesbegantorecovertheireverydaylifebyrelocatinghousesfromthecoastallowlandtothehighgroundforthepurposeofdisasterprevention.Whilethesocialcapitalplayedanimportantroleinfacilitatingtheprocessofreconstructionbyimplementinggrouprelocationprojects,thetraditionalcommunityhasbeenmodifiedduetodepopulationandtothereorganizationofcommunitystructure.ThisstudyexaminestheUrashimaareaofKesennumaCity,MiyagiPrefecture,asthecoastalcommunitywasseriouslydamagedbytsunami.AlthoughthefoursettlementsofUrashimahadcohesivecommunitystructurewithfourindependentneighborhoodassociations,anunifiedschooldistrictwasmaintainedwhereallthechildreninUrashimawenttotheUrashimaElementarySchooluntiltheclosingoftheschoolin2013.Facingapopulationdecreaseandaweakeningroleoftraditionalneighborhoodassociations,residentsinthefoursettlementscametobeunitedundertheUrashimaPromotionAssociation.BeingasymbolofreorganizedcommunityofUrashima,theneworganization,headquarteredintheoldschoolbuildingoftheUrashimaElementarySchool,playsapivotalroleinunitingtheresidentsinalargerregionalscaleandhostinglocaleventsandcommunityactivities.Thus,inthereconstructionprocessoftsunamidamagedcommunities,socialrelationsformedonthebasisoflocalprimaryschoolcontributedtobringaboutanewcommunitystructure.

YOON CheongjuNationalUniversityofEducation

TeachingmethodologiesforapopulationunitinUSAPHGclass

ThisresearchwasdesignedtoexaminevariousteachingmethodsusedinthepopulationunitoftheUSAdvancedPlacementHumanGeographycourse.TheresearchisbasedonobservationsmadefromMaytoNovember2017inhighschoolclassroomsintheUSstatesofIllinois,Kentucky,NorthCarolina,andVirginia.InAPHGclassrooms,therewerevariousresources,media,anddevicesused.Thecollecteddataincludeteacher'slectures,activity

guides,teacherleddiscussionrecords,inclassactivitiesandnotatedinteractionsamongstudentsinclasses.

YOON,Jo CheongjuNationalUniversityofEducation

NationalAssessmentofEducationalAchievement(NAEA)ofSouthKorea(OkkyongYoon,InjeongJo-copresentation)

InKorea,theNationalAssessmentofEducationalAchievement(NAEA)ofcoresubjectsadministeredbytheKoreaInstituteofCurriculumandEvaluation(KICE)everyyear.AccordingtotheKICEreport,6,646studentsinthejuniorhighschoolweresampledinJune2017.Overallacademicachievementisassessedbythestudents’scoreandachievementlevel.Theinformationaboutstudents'understanding,performance,andmisconceptionsrelatedtotheattainmentarecollectedthroughtheanalysisofitems.

Zwartjes GhentUniversityGeographyDepartment

SEED:SmartEntrepreneurialEducationandtraininginDigitalfarming

TheSEEDprojectaimsto:•increasetheemployabilityofyoungpeople,bysupportingthedevelopmentofahighlyskilled,qualifiedandmobileworkforce,alsothankstotransnationalplacement;•supportthedevelopmentofajointVETqualificationattheEUlevel;•promotework-basedlearning,supportedbyamobilitycomponent.Themainoutputsfromtheprojectwillbe:1)thedefinitionofaqualificationprofilebasedonmodularunitsofLOstocreateanewqualificationortoreviewanalreadyexistingqualification;2)acurriculumindigitalfarming;3)theelaborationofassessmentstandards.TheSEEDprojectwilldevelopanewqualificationprofile:ExpertinDigitalFarming.Theprofilewillbedevelopedstartingfromexistingcurriculaanddefineaprofiletransversaltoalltheprofessionalqualificationsidentified.Thelearningoutcomes(LOs)and,morespecificallyunitsofLOswillbeidentifiedandvalidatedbytheVETCentresparticipatingintheconsortium,takingintoaccountthetransversalnatureofthesubjectsinvolved.Developingajointcurriculumindigitalfarmingwillfocusnotonlyondigitalinnovationintheagriculturalsector,butalsointegratethecapabilitytoembracenewentrepreneurialopportunitiesinthelabourmarket.TheprojectwillsupportthedevelopmentofaJointVETQualification(EQF5)ondigitalfarming.SkillsdevelopedwillbemappedagainsttheEntreCOMP(link)andDigCOMP(link)frameworks.Work-basedlearning(link)willbethemainfeatureoftheproject.

Zwartjes GhentUniversityGeography

MyGeo:fosteringtheemployabilityofstudentsinhigher

TheprojectultimatelyaimsatfosteringtheemployabilityofstudentsinhighereducationthroughpromotingtheacquisitionofkeyskillsrelatedtotheuseofGeographicInformationSystems(GIS)tools.Tothisaim,thepartnerorganizationswillundertakeaninitialactivityof

Department educationthroughpromotingtheacquisitionofkeyskillsrelatedtotheuseGIS-tools

researchfinalizedatidentifyingGIS-relatedkeyskillswidelyrequiredbythejobmarket.InlinewiththeoutcomesoftheresearchtheprojectpartnerwillimplementtwodifferentIntellectualOutputs:-OneMOOCforteachersinHigherEducationInstitutions:aimedatfosteringtheacquisitionofkeyskillsrelatedtotheuseofGISforteachingpurposes.ThisIntellectualOutputwillultimatelyleadtotheMODERNIZATIONofthepartnerUniversities.-The"PORTFOLIOMYGEO"forstudents:includingalistofkeyskillsandGIStoolswidelyusedbyprivatecompaniesindifferentsectors.EachskillandtoolwillbelinkedtoatrainingsessionprovidedinMOOCmodality:thosewillbetargetedtostudentsandwillcontributetoraisetheirskillsinmakinguseofthelistedtools.ThisIntellectualOutputisultimatelyaimedatfosteringtheOCCUPABILITYofstudentsinhighereducation.Finally,theprojectpartnerwillorganizetworoundsfortheinternationalmobilityofstudentsfromeachpartnerUniversitytoeachpartnercompany.ThemobilitywillbeaimedatfurtherempoweringtheparticipantsontheuseofGIStools,throughwork-basedlearningexperiences.Inthissense,theprojectwillfostertheINTERNATIONALIZATIONofpartnerorganizations.Theresultsofthemobilitieswillbecollectedanddisplayedontheprojectplatform,asalltheotherintellectualoutputspreviouslydescribed.Theplatformwillbeaninteractivetoolcollectingandorganizingalltheprojectoutputsfortheirdissemination.Asessionoftheplatformwillallowtheinteractionamongstakeholdersactiveinthefieldofe-education:fosteringtheexchangeofexperiences,goodpracticesandlessonslearned,andultimatelycontributingtotheconstructionofanEuropean"Communityofpractices"includingstakeholderspromotingtheuseofGIStoolsforteaching/learningpurposes.