Abstract: Human is descended from cave-dwelling ancestors; therefore the dark caves have struck the people with awe. In the nature there are several types of the caves, of which genesis is connected mostly to the limestones and to the dissolving effect of the water; however, there are other natural caverns originating syngenetic with the rocks. The principally known formations of the caves are the dripstones, which are slowly forming, vulnerable natural values. Nevertheless, they have also other significance, because due to up-to-date investigation methods of materials testing new knowledge can be achieved concerning their genesis and age, moreover about the climatic conditions which were dominant during their origin.
Keywords: cave research, cave types, evolution of dripstones, isotope analysis, climate change, palaeoclimatic investigation
Abstract: Migration is one of the main challenges of the 21st century. It is a complex and diverse topic with economic, social, and climate change aspects, among others. From a social point of view, it is crucial to highlight the educational aspects of the topic, as a significant proportion of immigrants are integrated through public education. Although there are many good practices related to the education of immigrants, the teaching of the phenomenon of migration itself within the subject of geography has been less emphasized in previous research. Our study aims to assess the role of textbooks in Hungarian and English geography in connection with the teaching of migration.
Keywords: geography education, migration, comparative textbook analysis, Hungary, England
Abstract: The International Baccalaurate has been present in the international field of education since 1968 and in Hungary since the early 1990s. The approaches and methods of geography teaching within the IB focus on the analysis of complex spatial interactions between the physical environment and the society on many different scales from local to global. The problem-based approach and a well-developed subject syllabus contribute a flexible teaching environment in which geographic synthesis can be achieved via the extensive use of case studies and a wide range of skills development. Although the traditions of geography teaching in Hungary differ from the international streams and realities at several points, this gap seems to be closing with textbook content and teachers’ methodological culture both showing progress. This article aims to give an overview of the main concepts and themes of IB Geography and provides examples (taken from the authors’ teaching experience) on how case studies of geographic themes and processes of Hungary and Carpathian Basin could be discussed within the framework of the IB Geography syllabus.
Keywords: bilingual education, case study, conceptual framework, critical thinking, geographic themes and perspectives, methodology, IB, skills, synthesis
Abstract: We are exposed to information about the environmental impact of different industries via several sources: beside news channels and fora, elementary and high school subjects also cover this question. As sustainability and environmental awareness is widely discussed from first grade, renowned experts argue it would be best to begin educating children on the practical side of this issue from this age. Therefore, it is indispensable to have teachers with adequate knowledge, attitude, and an innate interest in nature and its protection. In this study I investigated students’ awareness of concepts relating to the environmental impact of mining and industrial activities covered by the curriculum of geography. Eötvös Loránd University Faculty of Primary and Pre-School Education undergraduate students majoring in four different areas participated in the pilot research, and the results were analyzed by SPSS (Statistical Package for the Social Sciences). The objective was not only to examine students’ conceptual knowledge, but also to ascertain if they are willing to educate their future pupils about such issues and would feel the importance of doing so. Based on the results, differences can be found between students trained for different educational areas. It can also be observed that students would only educate children about concepts which they themselves had covered during their studies. Consequently, it seems necessary to revise not only the primary school teacher training curriculum (grades 1 to 6), but that of geography as well.
Keywords: subject of geography, teacher training, environmental education, sustainability, primary school education