@article{MTMT:3215254,
	title = {Playing on reality: do geomodels improve the perception of geographical terms?},
	url = {https://m2.mtmt.hu/api/publication/3215254},
	author = {Czigány, Szabolcs and M. Császár, Zsuzsa and Kiss, Kinga and Halmai, Ákos and Lóczy, Dénes and Nagyváradi, László and Pirkhoffer, Ervin},
	doi = {10.1080/10382046.2017.1320896},
	journal-iso = {INT RES GEOGR ENVIRON EDUC},
	journal = {INTERNATIONAL RESEARCH IN GEOGRAPHICAL AND ENVIRONMENTAL EDUCATION},
	volume = {27},
	unique-id = {3215254},
	issn = {1038-2046},
	abstract = {Remodeling of geography education has been an ongoing 
		challenge recently. Constructivist pedagogy, employing tools 
		of problem and model-based learning, offers new opportunities 
		to meet these challenges. Geomodels, flumes and stream tables 
		may ease the understanding of geographic processes through 
		hand-on-experience for students. With a computer-controlled 
		geomodel, we analyzed the development of 36 high school 
		students’ terminology in the fields of potamology and remote 
		sensing. Potamology terms, provided after the experimental 
		session, were more focused and reflected the information 
		perception and fixation during the experiment. Three weeks 
		later the terminology of the students indicated a partial 
		fixation of the relevant terms. When students’ terminology on 
		remote sensing was analyzed, the pre-experiment terms were 
		loosely connected to the topic. Over the class, students’ 
		terminology increased in the field of potamology. Although it 
		became more topic-specific and focused, students’ remote 
		sensing terminology still contained a large number of off-
		topic terms by the end of the experiment and three weeks 
		later. Our findings revealed one of the major weaknesses of 
		the Hungarian educational system, i.e. teachers are forced to 
		follow the conventional geographical curricula, therefore 
		hindering their adaptation to cutting-edge educational 
		methods and the learning-by-doing approach of the Western 
		European and North American syllabi.},
	year = {2018},
	eissn = {1747-7611},
	pages = {149-164},
	orcid-numbers = {Czigány, Szabolcs/0000-0002-9158-3162; Halmai, Ákos/0000-0001-5722-8119; Lóczy, Dénes/0000-0002-2542-6775}
}