The objective of the article is to analyze the Urban Field Work (UFW) as a didactic strategy of the Geography subject of the Degree in Landscape Planning and Design, undergraduate degree at the University of Buenos Aires. From a methodological point of view, the UFW is examined within the course of the Integrative Final Work of the course and testimonies from students collected through surveys. In conclusion, the experience allows students to enhance their knowledge of the urban landscape and understand the relevance of articulating community practices and perceptions to their project approach.
{"title":"Trabajo de campo urbano: Una estrategia didáctica de la Geografía para la enseñanza proyectual del paisaje en el ámbito universitario","authors":"Gabriela Campari","doi":"10.21138/dg.551","DOIUrl":"https://doi.org/10.21138/dg.551","url":null,"abstract":"The objective of the article is to analyze the Urban Field Work (UFW) as a didactic strategy of the Geography subject of the Degree in Landscape Planning and Design, undergraduate degree at the University of Buenos Aires. From a methodological point of view, the UFW is examined within the course of the Integrative Final Work of the course and testimonies from students collected through surveys. In conclusion, the experience allows students to enhance their knowledge of the urban landscape and understand the relevance of articulating community practices and perceptions to their project approach.","PeriodicalId":30356,"journal":{"name":"Didactica Geografica","volume":"210 ","pages":"227-246"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41272530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Este trabajo analiza la relación entre la industria de la cerámica y su localización geográfica, su influencia en el paisaje y sus valores educativos, destacando el valor de paisaje. Poniendo el foco en el papel de los museos como institución educativa, se examina el potencial de estos lugares para realizar actividades que puedan proporcionar los valores geográficos utilizando la estrategia de aprendizaje de walking tour. Por último, se propone una experiencia educativa para el Museo Histórico de Sargadelos relacionada con el currículo de Educación Secundaria Obligatoria y Bachillerato. Se espera que esta actividad pueda ofrecer una experiencia complementaria en comparación con la tradicional educación museística, en la que la aproximación geográfica ha sido habitualmente soslayada en favor de contenidos históricos o artísticos.
{"title":"Walking tour como estrategia de aprendizaje en geografía aplicada a Sargadelos (Lugo)","authors":"Keumbee Lee, Alfonso García de la Vega","doi":"10.21138/dg.545","DOIUrl":"https://doi.org/10.21138/dg.545","url":null,"abstract":"Este trabajo analiza la relación entre la industria de la cerámica y su localización geográfica, su influencia en el paisaje y sus valores educativos, destacando el valor de paisaje. Poniendo el foco en el papel de los museos como institución educativa, se examina el potencial de estos lugares para realizar actividades que puedan proporcionar los valores geográficos utilizando la estrategia de aprendizaje de walking tour. Por último, se propone una experiencia educativa para el Museo Histórico de Sargadelos relacionada con el currículo de Educación Secundaria Obligatoria y Bachillerato. Se espera que esta actividad pueda ofrecer una experiencia complementaria en comparación con la tradicional educación museística, en la que la aproximación geográfica ha sido habitualmente soslayada en favor de contenidos históricos o artísticos.","PeriodicalId":30356,"journal":{"name":"Didactica Geografica","volume":"1 1","pages":"97-123"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48600590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This work is part of the current situation generated in the educational system because of the health crisis caused by the coronavirus pandemic, throughout the last months of the 2019-2020 academic year. The main objective is to analyze the first consequences that the sudden and unexpected change has entailed for the educational community in general, as well as the repercussions that this situation may have generated in terms of teaching and learning Geography in particular. To achieve this purpose, we have made a questionnaire that has been completed by 547 people from all over Spain who are part of the educational community. The conclusions allow us to know the transformations that may have taken place both in the general teaching-learning system, as well as in the specific teaching and acquisition of geographic knowledges when moving from a face-to-face system to a distance teaching.
{"title":"La enseñanza de la geografía en tiempos de coronavirus: percepción de la comunidad educativa","authors":"José Ángel Llorente-Adán","doi":"10.21138/dg.547","DOIUrl":"https://doi.org/10.21138/dg.547","url":null,"abstract":"This work is part of the current situation generated in the educational system because of the health crisis caused by the coronavirus pandemic, throughout the last months of the 2019-2020 academic year. The main objective is to analyze the first consequences that the sudden and unexpected change has entailed for the educational community in general, as well as the repercussions that this situation may have generated in terms of teaching and learning Geography in particular. To achieve this purpose, we have made a questionnaire that has been completed by 547 people from all over Spain who are part of the educational community. The conclusions allow us to know the transformations that may have taken place both in the general teaching-learning system, as well as in the specific teaching and acquisition of geographic knowledges when moving from a face-to-face system to a distance teaching.","PeriodicalId":30356,"journal":{"name":"Didactica Geografica","volume":"1 1","pages":"203-225"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45229396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Urban space has been built at the expense of rural space, a reality that the youngest public does not know, reducing its relationship with it to punctual leisure (and with it the essential function of the rural throughout the history of the human being). Even on the part of those young people who may have grandparents who had once worked in the fields, the rural is manifestly remote and linked to hard work and restlessness. The time in which the rural population had a very notable presence does not exist in the worldview of the youngest, including the teachers in training, although behind the reality and urban epidermis the memory of the rural environment emerges. This text tries, on the one hand, to focus on the evolution of the Quinta de La Fuente del Berro and its closest environment, highlighting the footprints and memory of the rural environment of the Madrid neighborhoods of Las Ventas and La Fuente del Berro, pointing out on the other hand the didactic potential of this part of the eastern expansion of the Spanish capital.
城市空间的建立是以牺牲农村空间为代价的，这是一个最年轻的公众不知道的现实，将其与城市的关系降低为准时的休闲(以及在人类历史上农村的基本功能)。即使对那些祖辈曾在田地里工作过的年轻人来说，农村显然是遥远的，与辛勤劳动和不安联系在一起。农村人口非常显著存在的时代并不存在于最年轻的世界观中，包括在培训中的教师，尽管在现实和城市表皮的背后出现了农村环境的记忆。一方面，本文试图关注Quinta de La Fuente del Berro及其附近环境的演变，强调马德里Las Ventas和La Fuente del Berro社区农村环境的足迹和记忆，另一方面指出西班牙首都东部扩张的这一部分的教学潜力。
{"title":"La Fuente del Berro: una quinta y parque singular en el Madrid contemporáneo (paisaje, memoria y conocimiento del medio)","authors":"Uxío-Breogán Diéguez Cequiel","doi":"10.21138/dg.548","DOIUrl":"https://doi.org/10.21138/dg.548","url":null,"abstract":"Urban space has been built at the expense of rural space, a reality that the youngest public does not know, reducing its relationship with it to punctual leisure (and with it the essential function of the rural throughout the history of the human being). Even on the part of those young people who may have grandparents who had once worked in the fields, the rural is manifestly remote and linked to hard work and restlessness. The time in which the rural population had a very notable presence does not exist in the worldview of the youngest, including the teachers in training, although behind the reality and urban epidermis the memory of the rural environment emerges. This text tries, on the one hand, to focus on the evolution of the Quinta de La Fuente del Berro and its closest environment, highlighting the footprints and memory of the rural environment of the Madrid neighborhoods of Las Ventas and La Fuente del Berro, pointing out on the other hand the didactic potential of this part of the eastern expansion of the Spanish capital.","PeriodicalId":30356,"journal":{"name":"Didactica Geografica","volume":"1 1","pages":"247-264"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47965829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Y. P. Guilarte, Francisco Xosé Armas Quintá, Xosé Carlos Macía Arce
The article presents a sample of the thematic cartography that will be integrated into the Observatory of the Cultural Heritage of Galicia platform, a digital application in a website and App format. The proposed thematic cartography provides relevant information about the region’s heritage, demographics, and socioeconomic aspects for visitors undertaking cultural tourism in Galicia. Moreover, it provides a vital didactic resource for the teaching-learning of geography from an active, reflective and critical perspective, at all levels of education from primary education through to university.
{"title":"The thematic cartography of Galicia as a promoter of cultural tourism and as a teaching aid for Geography","authors":"Y. P. Guilarte, Francisco Xosé Armas Quintá, Xosé Carlos Macía Arce","doi":"10.21138/dg.541","DOIUrl":"https://doi.org/10.21138/dg.541","url":null,"abstract":"The article presents a sample of the thematic cartography that will be integrated into the Observatory of the Cultural Heritage of Galicia platform, a digital application in a website and App format. The proposed thematic cartography provides relevant information about the region’s heritage, demographics, and socioeconomic aspects for visitors undertaking cultural tourism in Galicia. Moreover, it provides a vital didactic resource for the teaching-learning of geography from an active, reflective and critical perspective, at all levels of education from primary education through to university.","PeriodicalId":30356,"journal":{"name":"Didactica Geografica","volume":"1 1","pages":"75-95"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47569385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper we present some elements that involve the continued formation of geography teachers, which is possible due to the composition of collaborative groups. It highlights the centrality of teaching work in times of crisis and its relevant social role to the formation of students’ geographical thought. This paper discusses potentialities and limits of Communities of Practice by presenting the characteristics and concepts of cooperation alongside the methodological path that orientates the Laboratorio de Estudos e Pesquisa em Ensino de Geografia (LEPEG) at Universidade Federal de Goias in its articulation with geography teachers’ continuous formation.
{"title":"Formar para la docencia en Geografía: Un camino para la cooperación","authors":"Lana de Souza Cavalcanti, Leovan Alves Dos Santos","doi":"10.21138/dg.471","DOIUrl":"https://doi.org/10.21138/dg.471","url":null,"abstract":"In this paper we present some elements that involve the continued formation of geography teachers, which is possible due to the composition of collaborative groups. It highlights the centrality of teaching work in times of crisis and its relevant social role to the formation of students’ geographical thought. This paper discusses potentialities and limits of Communities of Practice by presenting the characteristics and concepts of cooperation alongside the methodological path that orientates the Laboratorio de Estudos e Pesquisa em Ensino de Geografia (LEPEG) at Universidade Federal de Goias in its articulation with geography teachers’ continuous formation.","PeriodicalId":30356,"journal":{"name":"Didactica Geografica","volume":"1 1","pages":"19-39"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43210393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Knowledge of the relationship between climate and landscape coexists with the difficulties inherent in the school environment. To find out what happens in their teaching, the social representations of a 1st ESO student are analyzed using the Evocation 2005 instrument and the pictorial records. The case study on a river landscape at a local level confirms the idealization of the landscape and the low presence of the climate in the representations of the students, this together with the difficulties of the teachers in their disciplinary knowledge and their practice, urges us to break the traditions and school routines to better face the explanations of the environmental transformations.
{"title":"Representaciones escolares del clima en el paisaje fluvial del río Clariano","authors":"Benito Campo País, Diego García Monteagudo","doi":"10.21138/dg.552","DOIUrl":"https://doi.org/10.21138/dg.552","url":null,"abstract":"Knowledge of the relationship between climate and landscape coexists with the difficulties inherent in the school environment. To find out what happens in their teaching, the social representations of a 1st ESO student are analyzed using the Evocation 2005 instrument and the pictorial records. The case study on a river landscape at a local level confirms the idealization of the landscape and the low presence of the climate in the representations of the students, this together with the difficulties of the teachers in their disciplinary knowledge and their practice, urges us to break the traditions and school routines to better face the explanations of the environmental transformations.","PeriodicalId":30356,"journal":{"name":"Didactica Geografica","volume":"1 1","pages":"147-174"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41637985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
La idea es proponer una geo-ruta por la costa occidental del Lago de Maracaibo para la enseñanza de procesos exogenéticos en el área de formación Ciencias de la Tierra. La investigación es descriptiva y proyectiva, con un diseño de campo y no experimental. En el diagnóstico de los recursos didácticos un promedio del 41,67% de los docentes encuestados manifiesta no utilizar “recursos naturales” en la enseñanza de procesos exogenéticos; y el 100% nunca incluye “recursos dirigidos” en la práctica pedagógica. Se propone una geo-ruta didáctica por la costa occidental del Lago de Maracaibo (Venezuela) que contempla cinco paradas para que el estudiante alcance a descubrir y describir procesos exogenéticos en el campo.
{"title":"Los procesos exogenéticos: una geo-ruta didáctica por la costa occidental del lago de Maracaibo (Venezuela)","authors":"Ramón José Labarca Rincón, E. Gouveia","doi":"10.21138/dg.498","DOIUrl":"https://doi.org/10.21138/dg.498","url":null,"abstract":"La idea es proponer una geo-ruta por la costa occidental del Lago de Maracaibo para la enseñanza de procesos exogenéticos en el área de formación Ciencias de la Tierra. La investigación es descriptiva y proyectiva, con un diseño de campo y no experimental. En el diagnóstico de los recursos didácticos un promedio del 41,67% de los docentes encuestados manifiesta no utilizar “recursos naturales” en la enseñanza de procesos exogenéticos; y el 100% nunca incluye “recursos dirigidos” en la práctica pedagógica. Se propone una geo-ruta didáctica por la costa occidental del Lago de Maracaibo (Venezuela) que contempla cinco paradas para que el estudiante alcance a descubrir y describir procesos exogenéticos en el campo.","PeriodicalId":30356,"journal":{"name":"Didactica Geografica","volume":"1 1","pages":"175-201"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68449320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
La enseñanza de la gramática es un tema de permanente actualidad en la enseñanza de las lenguas, tanto ambientales como extranjeras. A pesar de algunas posiciones que cuestionan su utilidad, en el momento presente numerosas acciones en el mundo académico (publicación de monografías y materiales, celebración de encuentros y debates, etc.) sugieren el vivo interés, en el plano internacional, que suscita la exploración del lugar de la gramática en la educación lingüística. Una de esas acciones ha sido la celebración del III Congreso Internacional de Enseñanza de la Gramática (Congram19), que tuvo lugar en Barcelona en enero de 2019, con asistencia de más de 250 delegados de una treintena de países. Este congreso constituye el origen del monográfico que presentamos.
{"title":"Perspectives on the teaching of grammar: curriculum, didactic proposals, and classroom practice","authors":"X. Fontich, Carmen Rodríguez Gonzalo","doi":"10.1344/did.2020.8.3-6","DOIUrl":"https://doi.org/10.1344/did.2020.8.3-6","url":null,"abstract":"La enseñanza de la gramática es un tema de permanente actualidad en la enseñanza de las lenguas, tanto ambientales como extranjeras. A pesar de algunas posiciones que cuestionan su utilidad, en el momento presente numerosas acciones en el mundo académico (publicación de monografías y materiales, celebración de encuentros y debates, etc.) sugieren el vivo interés, en el plano internacional, que suscita la exploración del lugar de la gramática en la educación lingüística. Una de esas acciones ha sido la celebración del III Congreso Internacional de Enseñanza de la Gramática (Congram19), que tuvo lugar en Barcelona en enero de 2019, con asistencia de más de 250 delegados de una treintena de países. Este congreso constituye el origen del monográfico que presentamos.","PeriodicalId":30356,"journal":{"name":"Didactica Geografica","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84481957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-09DOI: 10.1344/did.2020.8.59-77
Andrea Parapatics
A la mayoría de los húngaros se les enseña durante la educación obligatoria contenido de tipo sociolingüístico sobre el valor de la diversidad lingüística, especialmente de las variedades regionales. Sin embargo, perviven las creencias estereotipadas sobre los hablantes de variedades dialectales que, junto con la cultura basada en estándares, pueden ser la base de debates sobre prejuicios en la comunicación diaria o de la discriminación lingüística. Este estudio busca la explicación del problema investigando las actitudes y prácticas lingüísticas que tienen los docentes en relación con las variedades lingüísticas de sus alumnos. La hipótesis principal es que, si bien el Currículo Nacional promueve una actitud de tolerancia, la práctica prescriptiva sugiere que esas actitudes existen solo en la teoría y que las lecciones sobre la variedad dialectal generan prejuicios en muchos hablantes de la comunidad húngara - incluso entre los jóvenes. Aunque se enseña a los estudiantes a estar orgullosos de los dialectos de sus regiones de origen, la insuficiente información sobre la variedad dialectal les lleva a tener problemas de aceptación, a pesar de que el estudio de esos antecedentes regionales podría ser una ventaja para desarrollar una conciencia metalingüística. Enfatizamos que esta ambivalencia está enraizada en la falta de formación docente en la Educación Superior - en relación con la variación lingüística y con la falta de recursos metodológicos, por lo que este estudio también recomienda algunos materiales educativos recientes sobre el tema.
{"title":"Teachers' attitudes towards regional dialects in Hungary","authors":"Andrea Parapatics","doi":"10.1344/did.2020.8.59-77","DOIUrl":"https://doi.org/10.1344/did.2020.8.59-77","url":null,"abstract":"A la mayoría de los húngaros se les enseña durante la educación obligatoria contenido de tipo sociolingüístico sobre el valor de la diversidad lingüística, especialmente de las variedades regionales. Sin embargo, perviven las creencias estereotipadas sobre los hablantes de variedades dialectales que, junto con la cultura basada en estándares, pueden ser la base de debates sobre prejuicios en la comunicación diaria o de la discriminación lingüística. Este estudio busca la explicación del problema investigando las actitudes y prácticas lingüísticas que tienen los docentes en relación con las variedades lingüísticas de sus alumnos. La hipótesis principal es que, si bien el Currículo Nacional promueve una actitud de tolerancia, la práctica prescriptiva sugiere que esas actitudes existen solo en la teoría y que las lecciones sobre la variedad dialectal generan prejuicios en muchos hablantes de la comunidad húngara - incluso entre los jóvenes. Aunque se enseña a los estudiantes a estar orgullosos de los dialectos de sus regiones de origen, la insuficiente información sobre la variedad dialectal les lleva a tener problemas de aceptación, a pesar de que el estudio de esos antecedentes regionales podría ser una ventaja para desarrollar una conciencia metalingüística. Enfatizamos que esta ambivalencia está enraizada en la falta de formación docente en la Educación Superior - en relación con la variación lingüística y con la falta de recursos metodológicos, por lo que este estudio también recomienda algunos materiales educativos recientes sobre el tema.","PeriodicalId":30356,"journal":{"name":"Didactica Geografica","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87819892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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