SLIDE 1 HERODOT THEMATIC NETWORK ON GEOGRAPHY HERODOT THEMATIC NETWORK ON GEOGRAPHY
“EXCITING GEOGRAPHY” “EXCITING GEOGRAPHY”
TOWARDS AN EXCITING NEW PARADIGM IN TEACHING GEOGRAPHY TOWARDS AN EXCITING NEW PARADIGM IN TEACHING GEOGRAPHY
KOSTIS KOUTSOPOULOS KOSTIS KOUTSOPOULOS Professor N.T.U. of Athens Professor N.T.U. of Athens
NICOSIA, CYPRUS NICOSIA, CYPRUS May 21 May 21st
st 200
2004 4
SLIDE 2
GEOGRAPHY GEOGRAPHY GEOGRAPHY
Geography is an exciting subject to learn and to teach. Yet most students have difficulty in sharing this view for geography seems to constantly change its approach in teaching a science that the subject remains unaltered through time or in other words justifying the dialectic nature of its existence.
SLIDE 3
DIALECTICS IN GEOGRAPHY DIALECTICS IN GEOGRAPHY
Dialect may be employed in many fields, Dialect may be employed in many fields, but the but the graphi graphi (the writing or studying) of (the writing or studying) of gea gea, geography, is bound to be , geography, is bound to be dialectical, for space is a basic element in dialectical, for space is a basic element in the development of the Hegelian the development of the Hegelian dialectics. dialectics.
SLIDE 4
DIALECTIC APPROACH DIALECTIC APPROACH
Given that: Given that:
■ ■ Geography and geography teaching are by
Geography and geography teaching are by nature dialectic. nature dialectic.
■ ■ The state of present teaching of
The state of present teaching of Geography Geography is unsatisfactory. is unsatisfactory. The Question is: The Question is: What is the dialectic solution to the impasse What is the dialectic solution to the impasse that the teaching of geography has reached that the teaching of geography has reached the last few years? the last few years?
SLIDE 5 DIALECTIC LAWS DIALECTIC LAWS
- The law of the transformation of
The law of the transformation of quantity into quality and visa versa. quantity into quality and visa versa.
- The law of the interpenetration of
The law of the interpenetration of
- pposites.
- pposites.
- The law of the negation of the
The law of the negation of the negation. negation.
SLIDE 6 QUESTIONS IN A DIALECTIC FRAMEWORK QUESTIONS IN A DIALECTIC FRAMEWORK
■ ■ Can we continue teaching Geography
Can we continue teaching Geography
- nly in terms of distinct quantitative or
- nly in terms of distinct quantitative or
qualitative phenomena? qualitative phenomena?
■ ■ Can we continue considering
Can we continue considering geographic issues as discrete opposing geographic issues as discrete opposing issues? issues?
SLIDE 7 TEACHING GEOGRAPHY TEACHING GEOGRAPHY
■ ■ THEORY
THEORY For many decades elementary, secondary and college For many decades elementary, secondary and college Geography teachers have been urged to lead their Geography teachers have been urged to lead their students to discover, to question, to think, to analyze students to discover, to question, to think, to analyze and to consider personal and social value issues in a and to consider personal and social value issues in a dialectic manner. dialectic manner.
■ ■ PRACTICE
PRACTICE Teachers have continued to think of their role as Teachers have continued to think of their role as dispenser of pre dispenser of pre-
- determined distinct and static facts and
determined distinct and static facts and as judges of the ability of a child to memorize with no as judges of the ability of a child to memorize with no regard for transformations, negations and contradictions regard for transformations, negations and contradictions that transcend the formality of memorizing. that transcend the formality of memorizing.
■ ■ RESULT
RESULT There is a need for a new paradigm, motored by There is a need for a new paradigm, motored by dialectic laws and reaching the ever changing, dialectic laws and reaching the ever changing, contradicting and conflicting aspects of space. contradicting and conflicting aspects of space.
SLIDE 8
THE NEED FOR TEACHING CRITERIA THE NEED FOR TEACHING CRITERIA
It is time to go a step further in actually It is time to go a step further in actually developing a new paradigm. But by developing a new paradigm. But by accepting this notion the original question accepting this notion the original question negates itself into the problem of negates itself into the problem of developing new criteria to base such a developing new criteria to base such a new paradigm. new paradigm.
SLIDE 9 PSYCHOLOGICAL PROCESSES PSYCHOLOGICAL PROCESSES
■ ■ SYMBOLIC
SYMBOLIC-
STRUCTURAL Symbolic Mode of Presentation Symbolic Mode of Presentation
■ ■ SENSORY
SENSORY-
PERCEPTUAL Iconic Mode of Presentation Iconic Mode of Presentation
■ ■ ENACTIVE
ENACTIVE-
EXISTENTIAL Enactive Mode of Presentation Enactive Mode of Presentation
SLIDE 10 THE CRITERIA THE CRITERIA
■ ■ The
The symbolic symbolic-
structural criterion could be could be expressed by presenting to our students the expressed by presenting to our students the science of geography through the use of maps, as science of geography through the use of maps, as reflection of the man reflection of the man-
space-
environment system.
■ ■ The
The sensory sensory-
perceptual criterion could be could be achieved by focusing our teaching to the ever achieved by focusing our teaching to the ever changing interaction between physical conditions changing interaction between physical conditions
- n one hand and the activities of man on the other
- n one hand and the activities of man on the other.
.
■ ■ The
The enactive enactive-
existential criterion could be could be realized by emphasizing in our teaching the social realized by emphasizing in our teaching the social relevance of geographic research. relevance of geographic research.
SLIDE 11 DESIGNING TEACHING MATERIAL DESIGNING TEACHING MATERIAL
CRITERIA THEMATIC AREAS SUBJECT TEACHING METHOD DEXTERITY Symbolic-structural
Symbolic presentation The use of Maps The world from a geographic
man-space- environment system “Adventure game” Acquiring Geographic Data Sensory-perceptual
Iconic presentation Physical Geography Study of the man- environment ecological system Modified traditional (lecturing) approach Organizing Geographic Data Enactive-existential
Enactive presentation Human Geography Study of the man- space spatial system Cooperative learning Answering Geographic Inquiries
SLIDE 12 BASIC TEACHING SUBJECTS BASIC TEACHING SUBJECTS
■ ■ LOCATION
LOCATION – – Geographic Geographic – – Relative Relative
■ ■ CHARTOGRAPHIC ELEMENTS
CHARTOGRAPHIC ELEMENTS – – Symbols Symbols – – Scale Scale – – Orientation Orientation – – Legend Legend
■ ■ TYPES OF MAPS
TYPES OF MAPS
■ ■ MAN
MAN-
SPACE-
ENVIRONMENT THROUGH MAPS MAPS
SLIDE 13 ACCOMPANING MATERIAL ACCOMPANING MATERIAL
Grandfather’s Diary
Pirates’ Sketch
- Contemporary Map of Mediterranean
Contemporary Map of Mediterranean
Old Map of Mediterranean
Map of Greece
Map of Samos Samos and and Ikaria Ikaria
Map of the Islands of Fourni Fourni
Video Cassette of Fourni Fourni
The “Treasure Box”
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SLIDE 20 THE APPROACH TO THE THEMATIC UNIT I THE APPROACH TO THE THEMATIC UNIT I
■ ■ The Symbolic
The Symbolic-
- Structural more of presentation
Structural more of presentation was applied. was applied.
■ ■ The most potent geographic tool, the map,
The most potent geographic tool, the map, was used. was used.
■ ■ The teaching approach was the “adventure
The teaching approach was the “adventure game game
– – Familiarization with maps Familiarization with maps – – Learn to acquire geographic data Learn to acquire geographic data
■ ■ The need of the teacher
The need of the teacher
– – Organize and facilitate. An approach that negates Organize and facilitate. An approach that negates problems into solutions and other way around problems into solutions and other way around
SLIDE 21
THEMATIC UNIT II THEMATIC UNIT II
The relationship between The relationship between natural environment natural environment and and civilization civilization that develops within it, is not that develops within it, is not sufficiently sufficiently underscored underscored in the conscience of in the conscience of children. children. The physical characteristics of a region are The physical characteristics of a region are presented simply as the physical elements of presented simply as the physical elements of that part of the geographic space and not that part of the geographic space and not as as factors factors that influence and are influenced by all that influence and are influenced by all aspects of everyday life in that region. aspects of everyday life in that region. THE REASON THE REASON
SLIDE 22 COUNTRIES SELECTED COUNTRIES SELECTED
■ ■ Marocco
Marocco, for its geomorphology: the Atlas Mountains , for its geomorphology: the Atlas Mountains and the desert and the desert
■ ■ Egypt
Egypt, for its hydrology: The Nile river (flow, delta, , for its hydrology: The Nile river (flow, delta, use of waters) use of waters)
■ ■ Croatia
Croatia, for the morphology of the Dalmatian coast , for the morphology of the Dalmatian coast
■ ■ Italy
Italy, for the differentiation of the fauna and flora from , for the differentiation of the fauna and flora from North to South North to South
■ ■ Spain
Spain, for the variety of climatic conditions and the , for the variety of climatic conditions and the relationships between the morphology, the wind relationships between the morphology, the wind direction and the distance from the ocean with climate direction and the distance from the ocean with climate and vegetation. and vegetation.
SLIDE 23 ACCOMPANING MATERIAL ACCOMPANING MATERIAL
■ ■ Booklet on
Booklet on “General Information” “General Information”
■ ■ Booklet on
Booklet on “Student Presentations for each Country” “Student Presentations for each Country”
■ ■ Booklet on
Booklet on “Teacher “Teacher-
- Coordinator Presentations”
Coordinator Presentations”
■ ■ Map of the Mediterranean Countries
Map of the Mediterranean Countries
■ ■ Presentation slides of each Country
Presentation slides of each Country
■ ■ Explanatory Text for each Slide
Explanatory Text for each Slide
■ ■ Cards with Instructions on how to be filled during the
Cards with Instructions on how to be filled during the Presentation Presentation
■ ■ Cards with Instructions on how to be filled after the
Cards with Instructions on how to be filled after the Presentations Presentations
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SLIDE 27 MODIFIED TRADITIONAL TEACHING APPROACH MODIFIED TRADITIONAL TEACHING APPROACH
■ ■ A great variety of material for students and
A great variety of material for students and teachers to dwell on. teachers to dwell on.
■ ■ Opportunity to students to cultivate dexterities
Opportunity to students to cultivate dexterities such as presentation of material and being such as presentation of material and being critical audiences. critical audiences.
■ ■ Opportunity to learn to elaborate on new
Opportunity to learn to elaborate on new information instead of memorizing them. information instead of memorizing them.
■ ■ Comparing the presented countries forces
Comparing the presented countries forces the students to actively participate in the the students to actively participate in the presentation of their fellow students. presentation of their fellow students.
SLIDE 28 THE APPROACH TO THE THEMATIC UNIT II THE APPROACH TO THE THEMATIC UNIT II
Through the organization of pertinent Through the organization of pertinent geographic data, the geographic data, the sensory sensory-
perceptual mode mode establishes in the mind of the establishes in the mind of the students that the ever present students that the ever present contradiction between man and contradiction between man and environment are at the end correlatives of environment are at the end correlatives of
SLIDE 29 THEMATIC UNIT III THEMATIC UNIT III
■ ■ SUBJECT
SUBJECT The relationships in the man The relationships in the man-
space system. Emphasis is given on the city, its characteristics Emphasis is given on the city, its characteristics and its functions. and its functions.
■ ■ GOAL
GOAL The students were given the opportunity: The students were given the opportunity:
- To work with data (maps, charts, photos and
To work with data (maps, charts, photos and texts) in order to come up with conclusions texts) in order to come up with conclusions regarding the beginning, the development and regarding the beginning, the development and the spatial organization of cities. the spatial organization of cities.
- To correlate the development and spreading of
To correlate the development and spreading of a city with the characteristics of the physical a city with the characteristics of the physical environment and the needs of its inhabitants. environment and the needs of its inhabitants.
SLIDE 30 GREEK CITIES GREEK CITIES
■ ■ Drama
Drama: a city that is located in a fertile plain, : a city that is located in a fertile plain, the center of an agricultural area. the center of an agricultural area.
■ ■ Volos
Volos: a port with industry that connects its : a port with industry that connects its hinterland with the outside world. hinterland with the outside world.
■ ■ Giannena
Giannena: a city that is the administrative, : a city that is the administrative, commercial, educational and cultural center commercial, educational and cultural center
- f a greater area.
- f a greater area.
■ ■ Loutraki
Loutraki: a resort city that owns its existence : a resort city that owns its existence
- n tourism and is active mostly during the
- n tourism and is active mostly during the
summer months. summer months.
SLIDE 31 MATERIAL AVAILABLE MATERIAL AVAILABLE
■ ■ A geomorphologic map of the greater area
A geomorphologic map of the greater area (prefecture) which shows the physical factors that (prefecture) which shows the physical factors that might have influence the establishment of the might have influence the establishment of the city. city.
SLIDE 32
SLIDE 33
SLIDE 34 MATERIAL AVAILABLE MATERIAL AVAILABLE
■ ■ A geomorphologic map of the greater area
A geomorphologic map of the greater area (prefecture) which shows the physical factors that (prefecture) which shows the physical factors that might have influence the establishment of the might have influence the establishment of the city. city.
■ ■ Tables and charts that show the population
Tables and charts that show the population evolution and the employment situation of the evolution and the employment situation of the inhabitants during different time periods. inhabitants during different time periods.
SLIDE 35
SLIDE 36
SLIDE 37 MATERIAL AVAILABLE MATERIAL AVAILABLE
■ ■ A geomorphologic map of the greater area
A geomorphologic map of the greater area (prefecture) which shows the physical factors that (prefecture) which shows the physical factors that might have influence the establishment of the might have influence the establishment of the city. city.
■ ■ Tables and charts that show the population
Tables and charts that show the population evolution and the employment situation of the evolution and the employment situation of the inhabitants during different time periods. inhabitants during different time periods.
■ ■ Photographs showing the evolution and
Photographs showing the evolution and development of the city from the beginning of development of the city from the beginning of the 20th century up to now. the 20th century up to now.
SLIDE 38
SLIDE 39 MATERIAL AVAILABLE MATERIAL AVAILABLE
■ ■ A geomorphologic map of the greater area
A geomorphologic map of the greater area (prefecture) which shows the physical factors that (prefecture) which shows the physical factors that might have influence the establishment of the might have influence the establishment of the city. city.
■ ■ Tables and charts that show the population
Tables and charts that show the population evolution and the employment situation of the evolution and the employment situation of the inhabitants during different time periods. inhabitants during different time periods.
■ ■ Photographs showing the evolution and
Photographs showing the evolution and development of the city from the beginning of the development of the city from the beginning of the 20th century up to now. 20th century up to now.
■ ■ A set of city plans that depict the spatial
A set of city plans that depict the spatial expansion of the city through time and the expansion of the city through time and the different functions developed in the various different functions developed in the various parts of the city. parts of the city.
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SLIDE 42
SLIDE 43 THE QUESTIONS THE QUESTIONS
■
Why the first inhabitants have chosen that location to build the city?
■
Why this location attracts more people as
- ppose to other locations in the greater
geographic region? When and for what reasons the city had its greater development?
■
How is the society organized in the city? Which areas of the city are allocated to housing, to administrative services, to industries and to places for entertainment?
SLIDE 44 TEACHING APPROACH TEACHING APPROACH
■ ■ The intended goal was not the production of
The intended goal was not the production of
- riginal knowledge, but the familiarization of the
- riginal knowledge, but the familiarization of the
students with the mechanisms that produce it. students with the mechanisms that produce it.
■ ■ The intend was for the students, through a
The intend was for the students, through a series of small and simple steps, to familiarize series of small and simple steps, to familiarize themselves with some very simplistic models of themselves with some very simplistic models of knowledge production. knowledge production. They develop their dexterities in answering They develop their dexterities in answering inquiries within a cooperative framework inquiries within a cooperative framework. .
SLIDE 45 THE APPROACH TO THE THEMATIC UNIT III THE APPROACH TO THE THEMATIC UNIT III
■ ■ The students have a feeling of
The students have a feeling of accomplishment, for their study leads them accomplishment, for their study leads them into conclusions that are comparable with into conclusions that are comparable with
- ther teams and lead them into their own
- ther teams and lead them into their own
findings and generalizations. findings and generalizations.
■ ■ The students build up their confidence in the
The students build up their confidence in the scientific methodology and the critical thinking scientific methodology and the critical thinking process, which in turn disputes the power of process, which in turn disputes the power of the existing scientific thought and knowledge, the existing scientific thought and knowledge, a basic tenet of the enactive existential a basic tenet of the enactive existential teaching criterion teaching criterion. .
