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Niematerialne aspekty krajobrazu kulturowego pogranicza na przkładzie wybranych tradycji mieszkańców Podlasia

100%
Awramiuk A.
Prace Komisji Krajobrazu Kulturowego PTG
|
2011
|
nr 15
2
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Terminy geograficzne „okolica" i „region" w rozumieniu uczniów oraz autorów podreczników szkolnych

100%
Awramiuk A.
Prace i Studia Geograficzne
|
2009
|
tom 42
The paper presents the results of a study which aim was to check how selected geographical terms (surrounding and region) are understood by pupils and authors of textbooks to geography and science. The idea of the research refers to the general principle of teaching namely to adjust contents of a subject and teaching methods to the pupils cognitive abilities. The analyzes showed that in many cases pupils' understanding of these terms is different in comparison with the adults. Both terms (surrounding and region) are understood locally and identified with a very small area e.g. home, closest neighbourhood or part of the town. Therefore different groups of pupils (depending on the age and place of living) understood them in an alternative way. Research didn't include all pupils in Poland, but only those from one interesting region (Podlasie), but most of conclusions could be extended. However authors of textbooks to geography and science use both terms in different contexts, presenting alternative subjects which are analyzed in other spatial scales. Because of that both terms my be associated with different areas. Probably authors use them intuitively, in a way how they understand these concepts. Furthermore, they do not explain what the term region and surrounding means, assuming that pupils also intuitively understand them correctly. And what is more these authors do not adjust tasks to different groups of pupils. Therefore, authors should understand these differences in pupils perception of their surrounding in order to adjust teaching process to pupils cognitive abilities. Furthermore taking into account pupils' ideas and experiences will make teaching geography and science subjects more attractive and efficient for young people.
3
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Pogranicza kulturowe w nauczaniu geografii Polski

100%
Awramiuk A.
Prace i Studia Geograficzne
|
2008
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tom 39
The paper analyses geography textbooks for secondary schools in terms of the quality and quantity of information about the cultural diversity of Poland. In order to do that, the author examined a couple of crucial matters. The author studied the definitions of cultural frontiers (understood as diverse in terms of nationality, ethnicity and religion areas) presented in school textbooks; the specific features of some of the Polish regions, their cultural diversity and the ways of describing them. Based on the discussed examples from geography textbooks, the author concludes that information connected with national minorities and the cultural specificity of some Polish regions practically does not appear in geography books. It is rare to find any detailed studies about the cultural diversity of the Polish nation. It should be stressed that information about national minorities is still too brief and stereotyped. One could usually find facts presented only in the form of side notes. To conclude, it can be said that the multicultural characteristics of Polish frontiers are not presented sufficiently in teaching the geography of Poland.
4
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Curriculum reform and the educational content in geography within Polish cultural diversity

100%
Awramiuk A.
Prace i Studia Geograficzne
|
2011
|
tom 48
The aim of this paper is to examine whether the reform of the curriculum introduced in 1999 altered the extent and manner of presenting some selected geography topics, especially the problem of cultural diversity in Poland. On the basis of official documents on education and selected geography textbooks existing before and after 1999, the author sought to assess whether there have been any changes (both quantitative and qualitative) in the content and in the way they are presented in textbooks. The comparison has shown that the curriculum reform has not led to significant changes in school curricula, as regards the scope of the content. The analysis of textbooks has confirmed the hypothesis that the selection and scope of the content depends largely on the subjective assessment of its importance in geography teaching done by the author(s). Some authors consider these issues as important and worthy of wider discussion, while others only indicate or even ignore them, which in turn results in a great diversity of school textbooks.
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