Research on Geography Teaching Strategy in Junior Middle School under the Background of Problem Guiding

2021 ◽  
Keyword(s):  
Middle School ◽  
Teaching Strategy ◽  
Geography Teaching

scholarly journals CHANGE AND TENDENCIES OF GEOGRAPHY TEACHING IN THE 6TH FORM IN A SECONDARY SCHOOL

2011 ◽  
Vol 8 (2) ◽  
pp. 27-32
Author(s):  
Laima Railienė
Keyword(s):  
Secondary School ◽  
Key Words ◽  
Change Process ◽  
Teaching Strategy ◽  
Geography Teaching

Change is constant process at school. It is affected by various changes in a society, country‘s politics. This change differs only in its intensity and type. There were more or less important or significant changes in different periods. All this influences different subjects’ teaching as well as geography teaching in a secondary school. The article analyses the change process of geography teaching in the 6th form. What main reasons have influenced this change? What are the tendencies of geography teaching in the 6th form nowadays? Geography teaching programmes from 1981 till these days have been analysed. The analysis of educational documents has also been made. It has come clear that geography teaching in the 6th form has changed in context and amount of lessons during the analysed period. Key words: geography teaching strategy, teaching rules, teaching tendencies.

scholarly journals MATERIAIS PEDAGÓGICOS PARA O ENSINO DE GEOGRAFIA FÍSICA NO ENSINO FUNDAMENTAL II

2021 ◽  
Vol 11 (21) ◽  
Author(s):  
Luana De Almeida Rangel
Keyword(s):  
Middle School ◽  
Core Curriculum ◽  
Basic Education ◽  
Physical Geography ◽  
Environmental Risks ◽  
Geographic Education ◽  
Geography Teaching ◽  
The Subject ◽  
Common Core Curriculum

Esta pesquisa parte de inquietações referentes ao papel da Geografia Física no currículo de Geografia na educação básica e da abordagem dos conteúdos relacionados à temática. Portanto, a pesquisa teve como objetivo propor a criação e utilização de recursos didático-pedagógicos para o ensino de Geografia Física. (GF) Para tal, analisou-se o livro didático (LD) “Expedições Geográficas” do 6° ano do Ensino Fundamental visando identificar lacunas na abordagem de conteúdos. Optou-se pela análise do livro do 6° ano, pois, apresenta, de acordo com a BNCC e o Currículo Carioca, mais conteúdos voltados para a temática de GF. Os materiais e atividades lúdico-pedagógicas elaborados foram baseados nas lacunas encontradas no LD com relação à GF. Com a análise do LD, observou-se que há ausência de temáticas específicas relacionadas à sustentabilidade, riscos e solos. A elaboração de materiais para o ensino desses temas é uma ferramenta que pode contribuir para a aprendizagem significativa e despertar o interesse dos estudantes. Conclui-se que há necessidade da produção de materiais para abordar temas ausentes no LD. Além disso, verificou-se que atividades lúdicas são importantes para o ensino de Geografia Física, pois permitem maior envolvimento dos alunos com os conteúdos. Palavras-chave Recursos pedagógicos, Materiais lúdicos, Educação Geográfica, Currículo Carioca.   PEDAGOGICAL MATERIALS FOR PHYSICAL GEOGRAPHY TEACHING IN MIDDLE SCHOOL Abstract This research starts from concerns regarding the role of Physical Geography in the Geography curriculum in basic education and the approach to the contents related to the theme. Therefore, these research aimed to propose the creation and use of didactic-pedagogical resources for teaching Physical Geography.For this, the textbook “Geographical Expeditions” of the 6th year of middle school was analyzed in order to identify gaps in the content. We opted for the analysis of the 6th grade book, because it has, according to the BNCC and the Carioca Curriculum, more content focused on the subject of Physical Geography. According to the Brazilian Common Core Curriculum and the Carioca Curriculum, the 6th grade has more content about physical geography. The pedagogical materials and activities developed were based on the gaps found in the textbook. It was also observed that such content has gaps, such as the lack of integration between themes related to sustainability, socio-environmental risks and soils. It is concluded that the development of playful materials for teaching Physical Geography is a tool that can contribute to meaningful learning. In addition, it was found that recreational activities are important for Physical Geography learning. Keywords Pedagogical resources, Playful materials, Geographic Education, Carioca Curriculum.

scholarly journals Educommunication, Geography and Virtual Games: A Proposal to Encourage Scientific Literacy in Middle School

2021 ◽  
Vol 2 (3) ◽  
pp. 67-72
Author(s):  
Émerson dos Reis Pereira ◽  
Andréa Goulart Mendes Carruba ◽  
Adam Gonçalves Zeni de Oliveira ◽  
Jairo Aparecido Martins ◽  
Estaner Claro Romão
Keyword(s):  
Middle School ◽  
Private School ◽  
Scientific Literacy ◽  
Information Technologies ◽  
Digital Information ◽  
Effective Learning ◽  
Geography Teaching ◽  
Creative Learning ◽  
Qualitative Descriptive ◽  
Descriptive Method

This research describes a development process of an educommunicational project and its presentation by 7th year’s students of Middle School. Student’s part of this research was from a private school in a city part of Sao Paulo’s State. In fact, it aimed to verify possible contributions obtained by using a specific didactic sequence linked with Geography teaching. Thereunto, virtual games and educommunication tools were used to promote literacy and scientific dissemination through Digital Information Technologies and Communication. In terms of method utilized, a qualitative-descriptive method was used since it applied observation, analysis, and data comparison to obtain results. In addition, the methodology helped to solve problems throughout the project phase until it reached its final presentation. As a final result of this project, it was observed that students could develop not only active learning but also creative learning throughout the process. As assistance, students had teacher acting as a mediator in order to constantly guide and manage them in their activities. To sum up, documentary videos presented by students, combined with games and digital educational technologies are considered relevant forms of communication as well as effective learning resources because they favor a development of critical-scientific thinking. As a matter of fact, it is applicable when carrying out researches, experiencing challenges also building knowledge throughout student’s own experience processes.

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