Environmental Research and Natural Education Priorities: Challenges of Globalization and Educational Reforms in Ukraine

Malchykova, Daria; Pylypenko, Ihor; Davydov, Oleksiy; Baysha, Kira; Омельченко, Н. В.

doi:10.5593/sgem2020/5.2/s22.089

Cited by 2 publications

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“…Разом з тим останніми роками спостері гаються негативні тренди у вітчизняному освітньо науковому середовищі, пов'язані із за непадом науки та поширенням уявлень про гео графію лише як шкільний предмет, втратою її світоглядного й конструктивного потенціалу [5][6]. Акцентуємо, що саме географічна осві та озброює учнів не просто знаннями про різні місця, регіони, спільноти, ресурси, природне й соціальне середовище, але й глибоким розумін ням взаємодії суспільства з природним середо вищем [6]. У «Міжнародній хартії з гео графічної освіти» наголошено, що гео графія є життєво важливим предметом і ресурсом ХХІ століття, який дозволяє осягнути різноманітну й взаємо пов'язану мозаїку культур і територіальних спільнот на Землі [7].…”

Section: актуальність теми дослідженняunclassified

Public Image of Geography in the Context of Basic Secondary Education Standards Transformation: Ukrainian and World Experience

Malchykova¹,

Mezentsev²

2022

Ukr. geogr. z.

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This paper aims at the analysis of basic geographical education standards transformation in Ukraine and foreign countries in the XXI century, and their influence on the public image of geography. The volume and duration of compulsory geography education in Ukraine have gradually reduced. Moreover, in the standards of basic secondary education it was partly included into integrated courses and broad academic fields. It have caused significant transformations of public perception and awareness of geography as a science, academic field, and sphere of career opportunities, led to a decline of public demand for geographers. However, world experience shows that geographical literacy is recognized as an essential condition that increase territorial competitiveness and quality of life, contributes to environment protection, and ensure national security through the development of unique cognitive skills, as spatial thinking, spatial culture, and spatial citizenship. It is argued that transformation and renovation of geography teaching methods and content should include: a) implementation of learning approaches that stimulate interest to study local, regional and international issues and support decision making based on understanding of space and spatial relationships; b) development of educational strategies using innovations and practices of geomedia resources implementation as a digital learning environment; c) regular cartographic support of academic process in geography on the principle of “teaching with GIS, not about GIS”; d) use of active learning techniques for the development of spatial thinking/literacy/ citizenship; e) implementation of projects on landscape structure and perception analysis, based on both traditional techniques (fieldworks, observations, reading and interpreting maps), and new technologies of geomedia resources; f) strengthening the emphasis on understanding of human-environmental interactions in school geography program as a particularly important topic in terms of education for sustainable development.

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Section: актуальність теми дослідженняunclassified

Public Image of Geography in the Context of Basic Secondary Education Standards Transformation: Ukrainian and World Experience

Malchykova¹,

Mezentsev²

2022

Ukr. geogr. z.

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Technologies of Synchronous and Asynchronous Learning in the Practice of Distance Teaching of Geographical Disciplines

Malchykova

Baysha

Pylypenko

et al. 2022

SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS

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Modern global challenges caused by the Covid-19 pandemic, which have been exacerbated by the martial law imposed in Ukraine for almost six months, have determined distance learning technologies with the help of information and communication technologies to be the only alternative to traditional education. The article is devoted to the analysis of synchronous and asynchronous learning technologies in the practice of distance teaching of geographical disciplines in higher education institutions. The article substantiates the expediency of combining both modes of online education organizing, the main goal of which is the formation of nationwide access to educational resources for all students. The application of specialized programs, principles, and trends of global teaching practices for the distribution of materials for teaching geographic disciplines on a digital platform is considered. The effectiveness and risks of synchronous and asynchronous combination in the practice of distance teaching of geographical disciplines are analyzed, based on the main principles of cooperation methods. As a result, it is claimed that the combination of synchronous and asynchronous modes during the implementation of the educational process of studying geographic disciplines remotely allows: 1) to receive quickly available materials; 2) to form a persistent interest in finding and solving problematic issues in the chosen specialty in combination with the study of geographical disciplines; 3) to develop soft skills and motivate students to informal education, as well as support the student community through the presence of cognitive, social and educational elements.

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Environmental Research and Natural Education Priorities: Challenges of Globalization and Educational Reforms in Ukraine

Cited by 2 publications

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Public Image of Geography in the Context of Basic Secondary Education Standards Transformation: Ukrainian and World Experience

Public Image of Geography in the Context of Basic Secondary Education Standards Transformation: Ukrainian and World Experience

Technologies of Synchronous and Asynchronous Learning in the Practice of Distance Teaching of Geographical Disciplines

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