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Bilingual geography education models through the English language in Polish schools

100%
Byca M.
Prace i Studia Geograficzne
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2011
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tom 48
The history of bilingual education in Poland has its beginning in 1991, when first the French language, and later German, English and Spanish were introduced at schools at secondary level. Geography is one of the most popular subjects taught in bilingual system. In Polish schools we can observe different approaches towards bilingual education at secondary level. They are usually connected with several criteria, according to which schools in Poland organize bilingual classes. One of the most common criteria of organizing this kind of teaching is the syllabus (Polish or international) and the proportion of native and foreign languages used during lessons (usually given in percentages). Bilingual education nowadays is without doubt one of the attempts to adjust curricula to contemporary educational standards existing in Europe. A justification for encouraging bilingual approach in teaching is connected with the European Union directive, according to which all secondary school graduates should speak two foreign languages fluently. Such an idea of contemporary bilingual education is formulated in CLIL Programme (Content and Language Integrated Learning), which promotes full integration of the geography content and language learning. This is based on an assumption that during bilingual geography lessons one of the teaching goals is to practice and develop language skills, which geography teachers seem to forget. This article is an attempt to classify Polish bilingual geography education models and indicate their weaknesses and strengths.
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The international GIS day – analysis of celebrations in Poland and its importance to geographic education

88%
Kunz M.
Prace i Studia Geograficzne
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2011
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tom 48
Geographic Information Systems were classified as one of the most important technological „inventions” of the 20th century for geography. GIS, as the content of lectures, and later as a university subject, was introduced at Polish universities and colleges relatively late - only at the beginning of the 1990s. At first, it was an extension of the content scope discussed within the framework of cartography and topography, and only later - as independent lectures and practical classes. An excellent supplement to the content of lectures and practical workshops, as well as an indication of proper students' attitudes towards geoinformation is the International GIS Day organized every year in November for more than 10 years in Poland and worldwide. The objective of this event is to popularize the knowledge about geoinformation systems and their broad applications. The first celebration of this day took place on the 18th of November 1999 in several countries at the same time, and the proposed theme - 'application of GIS is limited only by the imagination of people who use it' - remains valid until now. Since the first shows, one can observe an increasing number of countries and academic, institutional and commercial centres introducing the modern geography to all who are interested in it through this open and interesting form. The research aimed at analysing the previous celebrations of the GIS Day in Poland (2000-2010), as well as making an attempt to determine the significance of this form of sharing the knowledge and skills in geographic education.
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Questions on a human being posed on the grounds of geographical education in the context of systems transformation

75%
Groenwald M.
Prace i Studia Geograficzne
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2011
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tom 48
in the paper I present the changes in geographical education in context of political, economic and social transitions during the period of transformation. Teachers, who experienced consequences of those transitions, bring some elements of postcommunistic past to their ways of thinking and acting in neoliberal present times. Coexistence of two axio-normative systems implies uncertainty and tension in teachers' didactic and educational work, as well as force them to take up the difficult decisions. From the moral perspective those decisions focus on choosing between the ideal of perfection and rightness or the personality perfection. The teachers bear the long-term responsibility in front of themselves and their students for the choices they made on the field of teaching geography.
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The method of educational project in the opinion of the geography teachers

75%
Poleszuk-Koziol M.
Prace i Studia Geograficzne
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2011
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tom 48
According to the obtained results we can state that the surveyed group of junior school teachers know the assumptions on the project method but use this method of work with different frequency. The teachers are aware of same difficulties and restrictions concerning this method of work in reference not only to their own workshop but also to school conditions. They can identify the restricitng factors. The obligatory introduction of the project method to the third stage of eduction will increase its usage while teaching-learning practice but the question stili remains: will the effectivness of geography teaching increase? The answer to this question may only be obtained by conducting the survey in this field.
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Geographic education in creating vocational skills of the youth in secondary schools

75%
Szmielinska-Pietraszek P.
Prace i Studia Geograficzne
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2011
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tom 48
Polish educational system is evolving together with the changes occurring in the world. However, in many cases, the pace of this evolution does not guarantee full equipping the graduate with the knowledge needed on the future job market. Certainly there are formed the basic skills which will be used by the youth in their future job. The aim of the article is the assessment of the place of geographic education (acquired knowledge and moulded skills) in creating vocational skills of the youth. The results of the research among the pupils of the last year of secondary school are presented in the article.
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The role and work of the expert in geography textbooks for schools - author’s experiences and reflections

63%
Angiel J.
Prace i Studia Geograficzne
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2011
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tom 48
The article describes the process and procedures of allowing geography textbooks for schools for the public use by an expert appointed by the Minister of Education. The author shares comments on former and present forms and structures of a review along with their flaws and merits. Observations concerning the cooperation between the experts and the publishers of textbooks are also presented, as well as reflections on geography textbooks written by 1) geographers - academic workers, 2) geography teachers, 3) geography educationalist or academic workers employed in schools.
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