Relevant bibliographies by topics / Geography teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Geography teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "Geography teaching"

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Salter, Kit. "Teaching Geography." Annals of the Association of American Geographers 96, no. 4 (December 2006): 851–52. http://dx.doi.org/10.1111/j.1467-8306.2006.00517_12.x.

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Bockenhauer, Mark H. "The National Geographic Society's Teaching Geography Project." Journal of Geography 92, no. 3 (May 1993): 121–24. http://dx.doi.org/10.1080/00221349308979635.

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Golledge, Reginald G. "Teaching behavioural geography." Journal of Geography in Higher Education 9, no. 2 (October 1985): 111–27. http://dx.doi.org/10.1080/03098268508708934.

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Matthews, Stephen A., and Mark Rosenberg. "Teaching medical geography." Journal of Geography in Higher Education 19, no. 3 (November 1995): 317–18. http://dx.doi.org/10.1080/03098269508709320.

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Lueckenhoff, Mark. "Teaching Geography WithHyperCard." Journal of Geography 92, no. 4 (July 1993): 166–69. http://dx.doi.org/10.1080/00221349308979646.

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Che, Deborah. "Teaching Tourism Geography." Tourism Geographies 11, no. 1 (January 29, 2009): 120–23. http://dx.doi.org/10.1080/14616680802643367.

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Thomas-Brown, Karen A. "Teaching for Geographic Literacy: Our Afterschool Geography Club." Social Studies 102, no. 5 (September 2011): 181–89. http://dx.doi.org/10.1080/00377996.2010.509373.

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Cox, Bernard. "Developments in geography and geography teaching." International Research in Geographical and Environmental Education 5, no. 2 (January 1996): 95–97. http://dx.doi.org/10.1080/10382046.1996.9964995.

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Carneiro, Rosalvo Nobre. "Contemporary challenges of teaching education." Terrae Didatica 15 (September 17, 2019): e019035. http://dx.doi.org/10.20396/td.v15i0.8655111.

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In the public space of the theoretical renewed discourses, the geographic knowledge expands itself from the university world for the school world, with criticism as a key word of the teacher education. Thus, the objective of this paper is to discuss the challenges of teacher education, particularly the one of the teacher of Geography, based on the concepts of communicative competence and universal ethical principles, from the theory of communicative action of Jürgen Habermas. It started from our experience as a professor in Geography College, when questioning the reason for the low participation of undergraduates in establishing a dialogue or an argumentative discourse in the classroom. From the literature review, we identified the current predominant themes in geographic education on the education of teachers in Geography. It was observed the domain of the themes: researcher teacher and citizenship. An understanding of professional and human formal education is defended, associated to the action, around universal ethical principles of geographic base.
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Knowles, Anne Kelly. "A Case for Teaching Geographic Visualization without GIS." Cartographic Perspectives, no. 36 (June 1, 2000): 23–37. http://dx.doi.org/10.14714/cp36.823.

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This article argues for the value of teaching geographic visualization to non-geography majors by having them make maps manually, using punched mylar, colored pencils, and light tables instead of computerbased geographic information systems or mapping programs. The essay contrasts the experiences of attempting to teach principles of geographic visualization using ArcView GIS in an introductory human geography course and using manual methods in an upper-level research methods course in history. Several conclusions emerge: (1) using manual methods to visualize spatial information quickly gets students thinking geographically; (2) the ease of learning the fundamental concepts and techniques of geographic visualization using manual methods makes it possible to integrate visualization into courses outside the discipline of geography; (3) geographic visualization can tremendously enrich the study of history, prompting students to think in ways they might not otherwise; and (4) teaching visualization with mylar has distinct advantages for history courses because physical map layers reinforce the notion that places are palimpsests of change. Manual methods make it possible to teach geographic visualization at colleges and universities that have no geography department or GIS courses. Their use should be encouraged as an adaptable, inexpensive, effective way to promote geographic learning and geographic literacy in U.S. higher education.
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Dissertations / Theses on the topic "Geography teaching"

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DiMartino, Michael. "A curriculum guide for teaching world geography /." View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1607.html.

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Thesis (M.S.)--Central Connecticut State University, 2000.
Thesis advisor: James Snaden. " ... in partial fulfillment of the requirements for the degree of Master of Social Sciences in Geography." Includes bibliographical references (leaves 115-118).
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陳淑英 and Suk-ying Eva Chan. "Teachers' conceptions of geography teaching and learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962786.

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Chan, Suk-ying Eva. "Teachers' conceptions of geography teaching and learning." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752194.

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Sullivan, Ian W., and n/a. "Explanation in human geography : some implications for teaching." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.112319.

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As a teacher of the New South Wales Higher School Certificate Geography Syllabus in the 1970s, I became aware of problems of interpretation and implementation of syllabus documents dealing with models and theories of human aggregate behaviour. A positivistic underpinning allowed explanation in human geography to employ deductive - nomological methodology. This field study investigates a defined literature of academic geography including journals, and both secondary and tertiary documents to identify the extent and quality of nomothetic and idiographic traditions from the late 19th century to the mid 1970s. The literature prior to the late 1950s revealed a dominant regional tradition and idiographic methodology with an emphasis on description of uniqueness of areal phenomena. But underlying currents of a nomothetic nature, running parallel to this regionalidiographic tradition,exerted a noticeable challenge to gain acceptance in geographic circles. This kind of nomothetism was in the form of environmental determinism which held that physical laws operating in nature were also at work to shape and direct human societies. Environmental determinism contained generalised assertions, enjoyed some appeal, but lacked rigorous justification. Even within regional frameworks, authors used environmentally induced determinants to explain the unique character of regions. Not until the 1930s did environmental determinism lose its appeal, after which time the regional - idiographic tradition strengthened as an explanatory mode of human behaviour. Nomothetism emerged in the late 1950s in Australia in the application of models and theories explaining human behaviour. Normative theory was supported by an increased use of quantification and by the growing preference for systematic studies in geography. Neither mode of explanation exists at the total exclusion of the other; so that while nomothetism enjoyed widespread appeal in academic geography from the late 1950s, significant challenges were mounted against it because of its inadequacies as a mode of explaining human aggregate behaviour. Nomothetic explanation in human geography can be seen at the research level and in education circles. Many normative models and theories found their way into senior geography courses to the extent they promoted a systems approach. Teachers would have been aware of normative theory in geography from their university studies and teacher training courses during the late 1950s and throughout the 1960s. The tension between associated explanatory modes in systematic and regional geography becomes apparent in the analysis of the N.S.W. H.S.C. Geography Syllabus in which confusing statements raise problems for teachers interpreting and implementing this prescriptive document. Given these tensions and problems of explanation in human geography, the adoption of a critical rationalist viewpoint as propounded by Karl Popper is suggested as a possible solution for geography teachers when interpreting a syllabus such as that of the N.S.W. H.S.C. Falsification rather than verification should be the node of inquiry towards explanation of human aggregate behaviour.
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Ho, Shuk-yee Suky, and 何淑儀. "Advanced level geography students' perceptions of teaching pedagogies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27672566.

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Corney, Graham John. "Geography student teachers' conceptions of teaching environmental topics." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10020350/.

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Puttick, Steven. "Geography teacher's subject knowledge : an ethnographic study of three secondary school geography departments." Thesis, University of Oxford, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.712039.

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MARTINS, LEONARDO ALVES. "ENVIRONMENTAL EDUCATIONS AND SUSTEINABILITIES: PERSPECTIVES ON THE GEOGRAPHY TEACHING." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27424@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
A presente pesquisa tem como objetivo compreender a Educação Ambiental como eixo de articulação com o ensino de Geografia. Para isto, optou-se por dividir o trabalho em três capítulos, onde pudéssemos abordar, em um primeiro momento, os principais movimentos que ocorreram nas décadas de 1970 e 1980, que iniciaram a discussão sobre as condições de degradação ambiental e qualidade de vida da população mundial que, após o levantamento confeccionado pelo relatório de Brundtland, apresentou a insustentabilidade do modelo vigente. No segundo momento da pesquisa destacou-se a contextualização da E.A no currículo escolar, através da legislação vigente e dos órgãos relacionados à E.A e ao Meio Ambiente. Os Parâmetros Curriculares Nacionais têm um papel importante neste contexto, tendo em vista que os Temas Transversais que compõem este documento apontam para a necessidade do diálogo entre as disciplinas e, notadamente, a importância de uma E.A trabalhada de forma plural, integrando o indivíduo, a natureza e a sociedade. Encerra-se a discussão estabelecendo-se uma avaliação de três obras didáticas, onde identificou-se algumas limitações e alguns avanços no que tange às perspectivas ambientais trabalhadas nas obras que dão suporte à formação do aluno.
The present research has as objective to comprehend the Environmental Education as an articulation axis with the Geography teaching. For this purpose, it was decided to divide the work into three chapters, in which we could in the first moment approach the main movements that in the lasts decades of 1970 and 1980 occurred, and had initiated a debate on the conditions of environmental degradation and quality of life of the global population that, after the evaluation made by the Brundtland report, presented the unsustainability of the current model. In the second movement of the research it was highlighted the contextualization of the E.E in the educational curriculum, through the current law and the related agencies to E.E and the environment. The National Curriculum Parameters have an important role on that context in view of that the cross-cutting themes which comprise this document point to the necessity of dialogue between the disciplines and, notably, the importance of an E.E worked in a plural way, integrating the individual, the nature and the society. The discussion is closed establishing an evaluation of three didactic works, where it was identified some limitations and some advances in relation to environmental perspectives worked in the literatures that support student education.
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Leung, Pik-sai Tracy, and 梁碧茜. "Using environmental teaching kits in teaching secondary 1-3 geography syllabus in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30218470.

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Kwan, Kin-sheung. "Implementation of the issues-based approach in teaching certificate geography." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35537036.

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Books on the topic "Geography teaching"

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Gersmehl, Phil. Teaching geography. New York: Guilford Press, 2008.

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M, Davidson Fiona, and National Council for Geographic Education., eds. Teaching political geography. Indiana, PA: National Council for Geographic Education, 1998.

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Scoffham, Stephen, ed. Teaching Geography Creatively. Second edition. | London ; New York, NY : Routledge, 2017.: Routledge, 2016. http://dx.doi.org/10.4324/9781315667775.

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Kidman, Gillian, and Daniela Schmeinck, eds. Teaching Primary Geography. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99970-4.

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Teaching primary geography. Exeter: Learning Matters, 2009.

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Teaching geography creatively. Milton Park, Abingdon, Oxon: Routledge, 2013.

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Dmitruk, Natalya, and Vyachyeslav Nizovtsyev. Methods of teaching geography. ru: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/22209.

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1952-, Fisher Chris, and Binns Tony, eds. Issues in geography teaching. London: Routledge/Falmer, 2000.

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D, Williams Michael Ph, and Tilbury Daniella, eds. Teaching and learning geography. London: Routledge, 1997.

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1952-, Lambert David, and Geographical Association, eds. Place, "race" and teaching geography. Sheffield: Geographical Association, 2003.

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Book chapters on the topic "Geography teaching"

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Fortuijn, Joos Droogleever. "Teaching Feminist Geography." In Routledge Handbook of Gender and Feminist Geographies, 501–10. Names: Datta, Anindita, 1968- editor. Title: Routledge handbook of gender and feminist geographies/ edited by Anindita Datta, [and four others]. Description: Milton Park, Abingdon, Oxon; New York, NY: Routledge, [2020]: Routledge, 2020. http://dx.doi.org/10.4324/9781315164748-50.

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Duplass, James A. "Geography Education." In The Essence of Teaching Social Studies, 129–36. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003095682-16.

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"Teaching Geography." In Learning to Teach Geography in the Secondary School, 276–370. Routledge, 2004. http://dx.doi.org/10.4324/9780203005781-13.

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"Teaching and learning geography." In Geography, 91–117. Routledge, 2005. http://dx.doi.org/10.4324/9780203072134-11.

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Salisbury, Ruth. "Geography." In Teaching Pupils with Visual Impairment, 60–67. David Fulton Publishers, 2007. http://dx.doi.org/10.4324/9780203935309-10.

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"Geography." In Teaching Geography in Secondary Schools, 23–40. Routledge, 2005. http://dx.doi.org/10.4324/9780203994238-11.

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"Teaching." In Primary Geography Primary History, 22–32. Routledge, 2013. http://dx.doi.org/10.4324/9781315067568-8.

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"GEOGRAPHY AND SUSTAINABILITY." In Teaching Geography Creatively, 170–83. Routledge, 2013. http://dx.doi.org/10.4324/9780203125779-18.

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"KEEPING GEOGRAPHY MESSY." In Teaching Geography Creatively, 184–95. Routledge, 2013. http://dx.doi.org/10.4324/9780203125779-19.

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Maude, Alaric. "What is geography?" In Teaching Secondary Geography, 3–33. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108980906.002.

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Conference papers on the topic "Geography teaching"

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Świętek, Agnieszka, and Wiktor Osuch. "Regional Geography Education in Poland." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-14.

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Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of regional geography at Polish schools; here the analysis and evaluation of the current content of education in the field of regional geography are offered. The second one is the study of the model of regional geography education in geographical studies in Poland on the example of the geographyat the Pedagogical University of Cracow. Although elements of education about one’s own region already appear in a kindergarten, they are most strongly implemented at a primary school in the form of educational paths, e.g. “Regional education – cultural heritage in the region”, and at a lower-secondary school (gymnasium) during geography classes. Owing to the current education reform, liquidating gymnasium (a lower secondary school level) and re-introducing the division of public schools into an 8-year primary school and a longer secondary school, the concept of education in regional education has inevitably changed. Currently, it is implemented in accordance with a multidisciplinary model of education consisting in weaving the content of regional education into the core curricula of various school subjects, and thus building the image of the whole region by means of viewing from different perspectives and inevitable cooperation of teachers of diverse subjects. Invariably, however, content in the field of regional geography is carried out at a primary and secondary school during geography classes. At university level, selected students – in geographical studies – receive a regional geography training. As an appropriate example one can offer A. Świętek’s original classes in “Regional Education” for geography students of a teaching specialty consisting of students designing and completing an educational trail in the area of Nowa Huta in Cracow.
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Bujdosó, Gyöngyi, Erzsébet Jász, Zsuzsa M. Császár, Andrea Farsang, János Kapusi, Ernő Molnár, and Károly Teperics. "VIRTUAL REALITY IN TEACHING GEOGRAPHY." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0215.

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Vojteková, Jana, Karina Pitoňáková, and Matej Vojtek. "VIRTUAL REALITY IN GEOGRAPHY TEACHING." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0940.

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Vojteková, Jana, Matej Vojtek, and Michaela Žoncová. "GEOGRAPHY TEACHING IN PRE-PRIMARY EDUCATION." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0937.

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Trencan, Pavel, and Václav Kohout. "USING MATHEMATICA IN INTERACTIVE GEOGRAPHY TEACHING." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0448.

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Świętek, Agnieszka. "Geography of Silence – Looking for the True Roma Culture in Polish Geographic Education." In Proceedings of ‏The 2nd World Conference on Teaching and Education. ACAVENT, 2021. http://dx.doi.org/10.33422/2nd.worldcte.2021.01.14.

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Reprintseva, Julia S. "PSYCHOLOGICAL AND PEDAGOGICAL BASES OF TEACHING SCHOOL GEOGRAPHY (ON THE EXAMPLE OF «INITIAL COURSE OF GEOGRAPHY»)." In Treshnikov readings – 2021 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-08-2-2021-126-127.

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Tanarro, Luis M., Jose Úbeda, Nuria De Andrés, José M. Fernández-Fernández, Javier De Marcos, Diana Ovaco, Jesús García, and David Palacios. "Design of three-dimensional cartographical didactic materials for Physical Geography teaching." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11195.

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Three-dimensional cartographic resources are an important tool in the teaching of Physical Geography and other Earth Sciences. They are also able to help the students to reach a better understanding of the natural landscape. The objective of this work is to design appropriate 3D didactic resources to facilitate the teaching of the landforms in the Higher Education context. These didactic materials have been prepared by using Geographic Information Technologies (GIT). These graphical materials have been created with specific GIT tools, but they can be used by teachers and students with standardized sotfware (Google Earth, Adobe Acrobat Reader or image viewers). Specifically, files with topographical and geological information have been prepared to work with Google Earth. The digital elevation models (DEM) can be viewed in three-dimensional files in 3D PDF format. This work also proposes the creation of photo-realistic images with thematic information draped with the DEM in isometric perspective. Finally, 3D models have been made from the application of photogrammetric techniques so that can be seen in stereoscopic mode as an alternative to the traditional techniques. In conclusion, all these 3D didactic materials proposed in this work showed a great potential as complementary resources in the teaching and learning of Physical Geography and other Earth Sciences.
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Garyfallidou, D. M., and G. S. Ioannidis. "Teaching geography with the use of ICT." In 2014 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL). IEEE, 2014. http://dx.doi.org/10.1109/imctl.2014.7011104.

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Strišková, Michaela, Dáša Oremusová, and Magdaléna Němčíková. "Didactic Aspect of Teaching Environmental Geography (The Draft of Environmental Geography Textbook for Primary Schools)." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-15.

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Nowadays, we can observe that there is still not sufficient amount of textbooks in various areas of Education. One of these areas is also Environmental geography which is an important part of geography lessons at primary school. Therefore, our main intention in this contribution is to introduce design of the textbook for Environmental geography. Textbook that we have created introduces and solves environmental problems on global, regional and local level in a very detailed way. The aim of the textbook is to applicate all of the dimensions of environmental geography into each class at the second grade of primary schools in Slovakia. We have created didactic material which helps teachers during their teaching, as well as material interesting and engaging for students. The proposed textbook could be motivating because of many additional illustrations, various games and tasks using not only classical, but also modern didactic methods.
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Reports on the topic "Geography teaching"

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Yorke, Lynda, Simon Tate, and Martin Davis. New to teaching geography. Royal Geographical Society (with IBG), December 2021. http://dx.doi.org/10.55203/gvkz5128.

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Geography plays a crucial role in understanding our world. It makes a vital contribution to our knowledge of the rapidly changing environmental and social challenges facing us and how we should tackle them. Supporting them effectively can present multiple opportunities and challenges for academic staff. For those embarking on a career in geographical teaching and learning, recognising these issues, and developing a toolbox of strategies with which to address them is key to developing good teaching practice. This guide offers a starting point for this process for graduate teaching assistants, teaching fellows and demonstrators.
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Love, Whitney, and Joe Williams. Does Geography have an emissions problem? Royal Geographical Society (with IBG), February 2022. http://dx.doi.org/10.55203/gd_10001.

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Demeuov, Аrman, Zhanna Tilekova, Yerkin Tokpanov, Olena Hanchuk, Natalia Panteleeva, and Iryna Varfolomyeyeva. Use of GIS technology in geographical education. EDP Sciences, June 2021. http://dx.doi.org/10.31812/123456789/4619.

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At the present stage, digital information technologies create a new education system focused on the global educational space. In general education schools, in connection with the adoption of the updated program, the section Geoinformatics and cartography provides for the use of developing a map-scheme, modeling and conducting small studies on the topic under study. As a result, digital technology has a place in geographical education. This is due to significant changes in the pedagogical and methodological approach in teaching geography and other disciplines. As a result, the education system has changed, the content of education has been updated, a new approach has appeared, a new attitude to geoinformation technologies in schools. The article discusses the importance of computer technologies in the education system, including the effectiveness and necessity of using geoinformation technologies. The article substantiates the relevance of the use of geoinformation technologies in the teaching of geography.
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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5

Osadcha, Kateryna, Viacheslav Osadchyi, Serhiy Semerikov, Hanna Chemerys, and Alona Chorna. The Review of the Adaptive Learning Systems for the Formation of Individual Educational Trajectory. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4130.

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The article is devoted to the review of the adaptive learning systems. We considered the modern state and relevance of usage of the adaptive learning systems to be a useful tool of the formation of individual educational trajectory for achieving the highest level of intellectual development according to the natural abilities and inclination with the help of formation of individual trajectory of education, the usage of adaptive tests for monitoring of the quality of acquired knowledge, the formation of complicated model of the knowledge assessment, building of the complicated model of the subject of education, in particular considering the social-emotional characteristics. The existing classification of the adaptive learning systems was researched. We provide the comparative analysis of relevant adaptive learning systems according to the sphere of usage, the type of adaptive learning, the functional purpose, the integration with the existing Learning Management Systems, the appliance of modern technologies of generation and discernment of natural language and courseware features, ratings are based on CWiC Framework for Digital Learning. We conducted the research of the geography of usage of the systems by the institutions of higher education. We describe the perspectives of effective usage of adaptive systems of learning for the implementation and support of new strategies of learning and teaching and improvement of results of studies.
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THE MODEL OF TOURISTIC EDUCATION AMONG STUDENTS-SPORTSMEN USING INFORMATION TECHNOLOGIES (BY THE EXAMPLE OF “REGIONAL GEOGRAPHY” AND “GEOGRAPHY” COURSES TEACHING). Kotlyarova O. V., September 2015. http://dx.doi.org/10.14526/01_1111_30.

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