Abstract: The paper gives a short historical overview of the evolution of the Hungarian education sytem with particular attention paid to the place of geography in the consecutive curricula. The time allotted to geography in the primary and general secondary school peaked in the early 1950s owing to the educational role that had been assigned to it by the communist ideology. During the last five decades the emphasis laid on geography in the schools declined despite the growing importance of the subject in the environmental education. The new National Core Curriculum adopted after the political turn of 1990 has defined the key principles, competences and development tasks of the education as well as the time to be allotted to each of the ten cultural realms. The cultural realm „Earth and Environment” which is practically equal to geography first appears as an independent subject in the 7th and 8th grades of the primary school with 1-2 classroom periods in a week, while it is missing in both upper grades of the general secondary school. The parsimonious and unreasonable time allocation is impeding the necessary methodological renewal of teaching the subject. A new national core curriculum is now being prepared which should be implemented from 2019. Its details and potential impact on the geographical education are not yet known.
Keywords: history of education, core curriculum, geographical education
Abstract: The geography as subject cannot accomplish its unique attitude-forming and knowledge-transferring role in the Hungarian schools since decades. Not only because of the discrepancy that on the one side enormous quantity of the syllabus should be elaborated, while on the other side the curriculum provides disproportionately few time for this purpose, but also therefore, because the geography education and learning do not rest upon competence-developing methods. A survey related to the customs of geography learning proves that there is a backwardness; a considerable part of the teachers use still frontal methods, while the students cannot learn to reflect and cannot learn, how they must learn.
Keywords: geography education, learning geography, analytical knowledge model, practical knowledge model, questionnaire, culture of methodology, teaching-learning techniques, frontal teaching, classroom and home learning
Abstract: The study is carried out for highlighting the importance of the improvement of the geography education. The aim is provided an overview about the aspects of book analyses based on the international literature. Attention will be raised for the teachers to reach more success, efficient education, and motivated students.
Keywords: geography education, problem-based learning, IT devices, textbook analyses
Abstract: This article focuses on feasible ways how teachers can incorporate smartphones into the geography education. Our students, the ’Digital Natives’ of our age require different methods from the teachers for being involved into the education and for improving their competence. The paper intends to offer useful tips on how these modern devices can be applied in practice to reach these goals.
Keywords: Digital Natives, digital competence, smartphone, applications
Abstract: This paper explores new ways for teaching geography by popular juveniles. These readings are chosen by the teacher, however, involving the opinion of the students by using questionnaires before the test lessons. The selection also relies on results of previous surveys. The aim of this study is to show an alternative method of teaching geography in schools and to bring both the geography and the belles-lettres closer to the students. The method could contribute to better visualizing and understanding the geographical facts and processes and to develop different competences, as well. Beside the lesson plans and the results of the test lessons in four classes (7th-10th grade), the paper offers plus activities which are easily adaptable for various learning environments. The paper also examines whether the test lessons were useful for the students and how they felt themselves during the activities. Evaluation and self-reflection was made by the author but also the students were asked to express their opinions via questionnaires at the end of the lessons. Finally, the author encourages teachers to change their views about their role in the classroom and to be focused more on their students’ choices during the learning process.
Keywords: geography, literature, interdisciplinarity, art and science, education, lesson plan, geography activities, alternative method