TY  - JOUR
AU  - Czigány, Szabolcs
AU  - M. Császár, Zsuzsa
AU  - Kiss, Kinga
AU  - Halmai, Ákos
AU  - Lóczy, Dénes
AU  - Nagyváradi, László
AU  - Pirkhoffer, Ervin
TI  - Playing on reality: do geomodels improve the perception of geographical terms?
JF  - INTERNATIONAL RESEARCH IN GEOGRAPHICAL AND ENVIRONMENTAL EDUCATION
J2  - INT RES GEOGR ENVIRON EDUC
VL  - 27
PY  - 2018
IS  - 2
SP  - 149
EP  - 164
PG  - 16
SN  - 1038-2046
DO  - 10.1080/10382046.2017.1320896
UR  - https://m2.mtmt.hu/api/publication/3215254
ID  - 3215254
AB  - 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.
LA  - English
DB  - MTMT
ER  -