a borítólapra  Súgó epa Copyright 
Geometodika2. évf. 3. sz. (2018.)



  • Homoki Erika :

    Abstract: Due to the transformation of conditions in education, knowledge and process of learning is reassessed. Inthe past century owning information was asset for the individual but it was accessible only for few people. This situation was changed fundamentally owing to the evolvement of information society. In the educationsystem of the digital age emphasis should not be placed on how to access information but on teaching thecritical use of information, transform it to knowledge and reach the goals of education and development ofcompetences. In my research I systematized the geographical information of the most used internet portal (Origo) and a professional journal (HVG) and then compared them with the key competences and knowledge appearing inthe operative regulations of public education. I assessed the results to detect the extent of overlaps betweenthe content of teaching and ordinary information and whether it is sufficient for understanding ordinaryinformation.

    Keywords: content analysis, geography content, curriculum, geography teaching


  • Simkó Krisztián ,
    Tömpe László :

    Abstract: In recent years, one has become more likely to hear about the use of smartphones, tablets and laptops in school environment. However, the issue is highly controversial, many schools decide to take away smartphones, while on the other hand, the use of test engines like Kahoot, or Socrative is spreading widely. Even further training courses in ICT usage usually offer pedagogues a chance to become familiar with the already mentioned-and other test engines like LearningApps, Redmenta or various online photo-editor websites. These applications are quite popular among students, therefore can be used well for motivational purposes, can replace rehearsal questions at the beginning of classes, and help estimate students’ prior knowledge. The previously mentioned devices, however, which almost every student possesses (e.g.: smartphones), can also be used efficiently for experiential learning and for the processing of the newly gained knowledge. As far as the subject geography is concerned, today many applications are already available that model the real world in a way. Our article is to introduce the processing of the topic ‘cyclones and anticyclones’ in class with the help of an exercise prepared by us and based on the use of the application MeteoEarth.

    Keywords: geography education, 21st century skills, digital competence, applications, BYOD, atmosphere, cyclone, anticyclone



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