@article{MTMT:35203208, title = {Az európai uniós ismeretek megjelenése Magyarországon az általános iskolai földrajz- és történelemtankönyvekben}, url = {https://m2.mtmt.hu/api/publication/35203208}, author = {Béres, András and Hont, Zsanett}, doi = {10.26888/GEOMET.2024.8.3.2}, journal-iso = {GEOMETODIKA}, journal = {GEOMETODIKA: FÖLDRAJZ SZAKMÓDSZERTANI FOLYÓIRAT}, volume = {8}, unique-id = {35203208}, abstract = {This study analyzes the contents regarding the EU in elementary school textbooks, revealing varied emphasis between geography and history. Geography introduces EU topics in seventh and eighth grades, mainly covering regional comparisons. However, students sometimes encounter EU concepts without sufficient prior knowledge. Geography emphasizes spatial perspectives, discussing the EU’s geographical placement and economic factors. History textbooks address EU topics mainly in eighth grade, focusing on the EU’s formation, enlargement, treaties, and integration processes. They cover the economic and political advantages, the Schengen Area and the euro, alongside critical issues like Brexit, ethnic minorities and migration. Both subjects highlight the EU's significance from different angles: geography focuses on spatial aspects, while history emphasizes temporal and institutional developments. The study suggests the need for a more coherent incorporation of EU topics to ensure comprehensive understanding by the end of primary education.}, year = {2024}, eissn = {2560-0745}, pages = {27-49}, orcid-numbers = {Béres, András/0009-0009-2404-3287; Hont, Zsanett/0009-0001-2216-3535} } @article{MTMT:34848777, title = {A GOOGLE EARTH KÖZOKTATÁSBELI HASZNÁLATÁNAK NÉHÁNYLEHETŐSÉGE A SZAKIRODALOM TÜKRÉBEN. Possibilities of using Google Earth in public education in the light of publications}, url = {https://m2.mtmt.hu/api/publication/34848777}, author = {Havassy, András}, journal-iso = {GEOMETODIKA}, journal = {GEOMETODIKA: FÖLDRAJZ SZAKMÓDSZERTANI FOLYÓIRAT}, volume = {8}, unique-id = {34848777}, year = {2024}, eissn = {2560-0745}, pages = {51-73} } @article{MTMT:34511888, title = {ÜZBEGISZTÁN AZ OÁZISVÁROSOKON TÚL}, url = {https://m2.mtmt.hu/api/publication/34511888}, author = {Mari, László}, journal-iso = {GEOMETODIKA}, journal = {GEOMETODIKA: FÖLDRAJZ SZAKMÓDSZERTANI FOLYÓIRAT}, volume = {8}, unique-id = {34511888}, year = {2024}, eissn = {2560-0745}, pages = {67-78}, orcid-numbers = {Mari, László/0000-0002-3382-7800} } @article{MTMT:34506903, title = {A távolléti oktatás tapasztalatai szombathelyi tanulók között a COVID-19 járvány idején, különös tekintettel a földrajztanításra}, url = {https://m2.mtmt.hu/api/publication/34506903}, author = {Lenner, Tibor and Lennerné Patkó, Ildikó and Rózsa, Viktória and Zentai, Zoltán}, doi = {10.26888/GEOMET.2024.8.1.1}, journal-iso = {GEOMETODIKA}, journal = {GEOMETODIKA: FÖLDRAJZ SZAKMÓDSZERTANI FOLYÓIRAT}, volume = {8}, unique-id = {34506903}, keywords = {Distance learning; questionnaire survey; geography education; student motivation; COVID-19; coronavirus pandemic; Remote teaching and learning}, year = {2024}, eissn = {2560-0745}, pages = {5-26}, orcid-numbers = {Lenner, Tibor/0000-0002-1702-9163; Zentai, Zoltán/0000-0001-5017-6598} } @article{MTMT:34504775, title = {A borostyán: a tantárgyakat összekötő gyanta}, url = {https://m2.mtmt.hu/api/publication/34504775}, author = {Somogyi, Éva}, journal-iso = {GEOMETODIKA}, journal = {GEOMETODIKA: FÖLDRAJZ SZAKMÓDSZERTANI FOLYÓIRAT}, volume = {8.}, unique-id = {34504775}, year = {2024}, eissn = {2560-0745}, pages = {27-48}, orcid-numbers = {Somogyi, Éva/0009-0005-1212-2034} } @article{MTMT:34502289, title = {Versenyfelkészítés mint tantárgy – tapasztalatok egy magániskolából}, url = {https://m2.mtmt.hu/api/publication/34502289}, author = {Bálint, Dóra}, journal-iso = {GEOMETODIKA}, journal = {GEOMETODIKA: FÖLDRAJZ SZAKMÓDSZERTANI FOLYÓIRAT}, volume = {8}, unique-id = {34502289}, year = {2024}, eissn = {2560-0745}, pages = {49-66}, orcid-numbers = {Bálint, Dóra/0000-0003-1054-5904} } @article{MTMT:34828139, title = {Programterv a magyar kultúra földrajzi tartalmakon keresztüli megismerésére}, url = {https://m2.mtmt.hu/api/publication/34828139}, author = {Kovács, Petra}, journal-iso = {GEOMETODIKA}, journal = {GEOMETODIKA: FÖLDRAJZ SZAKMÓDSZERTANI FOLYÓIRAT}, volume = {7}, unique-id = {34828139}, year = {2023}, eissn = {2560-0745}, pages = {61-76} } @article{MTMT:34401608, title = {Tűzföld. A világ vége (?)}, url = {https://m2.mtmt.hu/api/publication/34401608}, author = {Gyuricza, László}, journal-iso = {GEOMETODIKA}, journal = {GEOMETODIKA: FÖLDRAJZ SZAKMÓDSZERTANI FOLYÓIRAT}, volume = {7}, unique-id = {34401608}, year = {2023}, eissn = {2560-0745}, pages = {77-87} } @article{MTMT:34399492, title = {Narratív kartográfia. történetmesélés térképekkel}, url = {https://m2.mtmt.hu/api/publication/34399492}, author = {Török, Zsolt Győző}, journal-iso = {GEOMETODIKA}, journal = {GEOMETODIKA: FÖLDRAJZ SZAKMÓDSZERTANI FOLYÓIRAT}, volume = {7}, unique-id = {34399492}, abstract = {The methods of narrative cartography are effectively used in geography education and also in the integrated education of other subjects. In this field, and in science communication in general, this method represents an alternative approach, in which spatial narratives, story maps or visual storytelling serve transdisciplinary purposes in order to shape a sustainable future of society. To take advantage of the opportunities available to everyone with information and communication technologies (ICT) education at school, it is worth getting to know the fundamentals of storytelling design. In this paper, for the first time in Hungarian, we present the historical antecedents of the method, the examples show the presence of the 'mapping impulse' as a cognitive method already in ancient times. The understanding of maps as temporal snapshots, showing simultaneity levels and states, appears in the science of the European Enlightenment. In addition to grid maps, there are narrative examples throughout modern times, but 'story maps' have become a theoretical trend in the 21st century with the possibilities of computer animation. Next, we summarize the characteristics, basic structures and genres of cartographic storytelling, based on international professional literature. We recommend using the complex learning-organization methods of storytelling in everyday practice, especially in geography education. We emphasize the user's role in the visualization processes, therefore design is crucial and visual literacy, and critical map reading competencies must be developed in geographic education.}, year = {2023}, eissn = {2560-0745}, pages = {5-22}, orcid-numbers = {Török, Zsolt Győző/0000-0002-6447-1499} } @article{MTMT:34168181, title = {ENYHE ÉRTELMI FOGYATÉKOS ÉS TÖBBSÉGI TANULÓK 2012-ES ÉS 2020-AS TERMÉSZETTUDOMÁNYOS (5–6. OSZTÁLY) TANTERVEINEK ÖSSZEHASONLÍTÁSA}, url = {https://m2.mtmt.hu/api/publication/34168181}, author = {Juhos, Ágnes and Hegedűs, Roland}, doi = {10.26888/GEOMET.2023.7.3.2}, journal-iso = {GEOMETODIKA}, journal = {GEOMETODIKA: FÖLDRAJZ SZAKMÓDSZERTANI FOLYÓIRAT}, volume = {7}, unique-id = {34168181}, year = {2023}, eissn = {2560-0745}, pages = {23-36} }